Informed by the Analysis phase, this course design uses empathy-driven insights and real-world applicability to guide educators through the complex task of supporting students in DAEP settings. Key design choices focused on creating connections through student case studies and relatable teacher profiles, emphasizing the impact of exclusionary discipline and the importance of teacher involvement in student outcomes. Recognizing teachers’ already full plates, I prioritized relevancy and ease of integration, addressing adult learning principles by ensuring content is meaningful and immediately applicable.
To achieve these objectives, I combined Backward Design principles with the 4-Component Instructional Design (4C/ID) model, creating a structure that balances theoretical understanding with practical application.
Applying Backward Design and the 4C/ID Model
Below, I outline how these two approaches guided my instructional design decisions:
Backward Design
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Backward Design is a powerful framework for instructional design that emphasizes a results-oriented approach. It begins by identifying the desired learning outcomes—what students should know, understand, and be able to do—and then systematically designs assessments and learning activities that lead to those outcomes. This approach ensures a clear focus on learning and avoids the common pitfall of teaching content without a clear purpose.
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The Backward Design approach began with the final goal: teachers completing a comprehensive educational support plan using a Google Form that would act as an educational support template. The form includes critical elements, such as curriculum preferences, instructional strategies, and necessary accommodations to ensure continuity in the students’ learning. This end goal clarified the required knowledge and skills, ensuring that each piece of content led toward a specific outcome.
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The development of the summative assessment— the comprehensive educational support plan form—was an integral part of the backward design process. I thought about the information that needed to be communicated between DAEP and the home campus, then designed the form to make sure it encompassed the knowledge and skills teachers needed. This approach guaranteed that every lesson and activity was purposeful, relevant, and aligned with the ultimate objective, avoiding any extraneous content.
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Once the final summative assessment was defined, I used backward design to align learning objectives with the necessary knowledge and skills. This process ensured that each learning target directly supported the development of competencies needed for the final task. This alignment was guided by frameworks like Bloom’s Taxonomy and the ABCD model to create measurable, outcome-focused learning objectives.
4C/ID
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The 4C/ID model structures learning into four key components: learning tasks, supportive information, procedural information, and part-task practice. This approach breaks down complex skills, promoting effective learning and application.
By using the 4C/ID model, this course helps learners build skills progressively, with tasks that mirror real-world scenarios. Supportive and procedural information guide learners effectively, while part-task practice ensures mastery of essential sub-skills, preparing them for comprehensive challenges.
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The 4C/ID Model organized instructional components to ensure that teachers could confidently accomplish the complex, final task, which I identified as the following:
Create a comprehensive educational support plan that details academic work adjustments and communication strategies for a specific student during their DAEP placement, using best practices tailored to the student's individual needs.
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The course follows a modular structure to guide learners through progressively complex content and skill development, with each module building on the last. Learners engage in real-world tasks that range from identifying the appropriate contact person and deciding upon an approach to curriculum to analyzing case studies and applying their knowledge to make practical suggestions. As learners advance, they apply best practices to case studies and ultimately create a comprehensive educational support plan tailored to their student who was assigned to DAEP. This structured approach helps learners build confidence and apply their skills in realistic, practical scenarios.
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Learners engage in increasingly complex tasks in each module that teach the procedural and supportive knowledge needed to complete the overall complex problem. Procedural information provides clear, step-by-step guidance for specific tasks, such as identifying the correct contact person for various concerns and applying best practices in case studies. Supportive information enriches learners' understanding by offering theoretical insights, best practice guidelines, and contextual strategies. Together, these elements equip learners to build a comprehensive knowledge base and confidently apply their skills to practical scenarios, culminating in the creation of an educational support plan.
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Part-task practice is embedded in each module to develop and reinforce the sub-skills necessary for the overall complex problem. Learners begin by mastering targeted tasks, such as determining the best approach to curriculum decisions. These focused activities ensure that learners can solidify their understanding of key elements, building competence before integrating them into more comprehensive, real-world tasks. This structured practice supports gradual skill development, enabling learners to approach the culminating project—the creation of an educational support plan customized to their course and their student’s needs—with assurance and proficiency.
From the complex problem, and informed by both Backward Design (BD) and 4C/ID principles, I structured the course to ensure learners progressively acquire the necessary knowledge and skills. Each module was designed with clear, measurable learning targets aligned with Bloom’s Taxonomy and the ABCD framework. These targets shaped the course’s modular structure, ensuring alignment with the final assessment and overall learning goals. You can interact with these learning targets by clicking on the image below, which will direct you to an external page.
To identify the prerequisite knowledge and skills needed for completing the final problem, I developed a comprehensive list using the Google Form I designed as the summative assessment. This list became the foundation for a self-assessment tool that guides learners in reflecting on their current knowledge and identifying areas for growth. Acting as a roadmap for their learning journey, this tool helps learners track their progress. For designers, it serves as a reference to ensure the content remains focused, relevant, and aligned with the learning objectives and overarching course goals.
Module Overviews:
Module 1: Introduction to Exclusionary Discipline
This module provides foundational knowledge of exclusionary discipline, focusing on legislation, risk factors, and consequences. It sets the stage for practical tasks in later modules.Module 2: District-Specific Guidance for DAEP
Covers curriculum options, teacher responsibilities, and requirements for completing the educational support plan. It integrates procedural and supportive information for district-specific tasks.Module 3: Best Practices for Supporting Excluded Students
Focuses on strategies for differentiated instruction and providing emotional and academic support, reinforcing skill development with complex learning tasks.Module 4: Creating an Individualized Educational Support Plan
Synthesizes knowledge and skills from previous modules into a comprehensive task of creating an individualized educational support plan for a student assigned to DAEP.
Lastly, I chose instructional strategies and interactive elements to support these targets, emphasizing practical application and engagement. You can explore the course outline, building blocks and format and scoping document, and self-assessment/checklist—by clicking the icons below, which will direct you external pages.
Click icon to view course outline in Genially
Click icon to view style guide in Genially
Click icon to view course building blocks and formats, and scoping document for module 1 in Genially
Click icon to view wireframe in Figma
Click icon to view the self-assessment/checklist identifying key knowledge and skills in Canva
In designing the course, I applied the C.R.A.P. visual design principles—Contrast, Repetition, Alignment, and Proximity—to create a clear, engaging, and effective learning experience. Contrast was used to highlight key elements, ensuring that important information stood out and was easily recognizable. Repetition helped establish a consistent visual structure, reinforcing familiarity and aiding in navigation throughout the course. Alignment ensured that all elements were cohesively organized, making the content look professional and easier to follow. Finally, Proximity grouped related content together, helping learners make connections between concepts and reducing cognitive load. Together, these principles enhanced the course's readability, flow, and overall user experience. You can view and interact with the style guide, wireframe, and storyboard by clicking on the icons below, which will redirect you to external pages.
Click icon to view storyboard for module 1 in Genially
To explore the learning tasks for each of the modules, hover over the corresponding number below.
Pre-Assessment
A single pre-assessment is designed to span the course, with sections covering key topics from each module to engage teachers, activate prior knowledge, and allow for adaptive progression. For Modules 1 and 3, the pre-assessment includes objective questions that enable teachers to bypass specific content if mastery is demonstrated, allowing them to focus on new areas. Module 2, in contrast, uses a reflective checklist to help teachers evaluate their familiarity with essential district-related skills, such as curriculum options and grading protocols. This checklist format is intentionally non-specific, making the course adaptable to different districts without requiring modifications to the assessment itself.
This adaptable, reflective approach aligns with adult learning principles, ensuring teachers engage with content relevant to their experience while identifying areas for growth.
This pre-assessment approach aligns with adult learning principles by providing teachers with a tailored learning path and enabling them to track their progress. Use the accordion on the right to explore some of the principles and theories behind its inclusion.
Interact with the embedded content below to explore sample questions and design choices from the pre-assessment. Click on the icons (+) to reveal insights and the rationale behind each decision.
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Drawing on Knowles’ principle that adults bring prior experience to learning, the pre-assessment is designed to activate learners’ existing knowledge. By connecting new material to what they already know and their experiences in the classroom, learners can better contextualize and retain course content.
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To foster engagement, the pre-assessment incorporates questions that are relevant to learners’ real-world experiences. Knowles emphasizes that adults are motivated by learning that applies directly to their lives, making this an essential component in maintaining interest and commitment.
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As a diagnostic tool, the pre-assessment identifies areas where learners may need additional support. This aligns with Knowles’ view that adults are self-directed learners who benefit from tailored feedback, helping them focus on areas that will be most valuable for their development.
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Knowles highlights that adult learners are goal-oriented. The pre-assessment encourages learners to set personal learning goals based on their results, enhancing motivation by giving them clear objectives to work toward throughout the course.
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Item description
The design stage of this course was built on a foundation of Backward Design (BD) and the 4C/ID model, ensuring a structured approach that aligns with adult learning principles. By identifying essential knowledge and skills, creating targeted assessments, and embedding interactive resources like the pre-test, I ensured that each module serves as a meaningful step toward the final learning outcomes. This approach fosters engagement, self-reflection, and personalized learning, enabling learners to take ownership of their progress.
To facilitate a seamless transition to the development phase, comprehensive design documents were created, detailing all instructional strategies, interactive elements, content outlines, and assessment plans. These documents are structured to provide clear guidance to developers, ensuring that the course or module can be built according to the intended learning experience and design specifications. The modular structure and strategically designed resources position learners to build confidence and competence as they progress through the course.
The design phase culminated in a comprehensive blueprint that not only supports knowledge acquisition but also emphasizes practical application and skill transfer to real-world scenarios, ready for development into a fully functional course.