EN / LEARNING DESIGN
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03 / CURRICULUM & FACILITATION

Make the thinking visible.

I created science courses in Chemistry, Physics, Forensic Science, IPC, and Physics-in-a-Box, and professional development on rigor, hands-on learning, and cross-disciplinary content. I also helped roll out Schoology in a science department and led Canvas workshops on course use and data tracking.

Delivered PD topics + new demonstration · 4 minutes
Learning objective

Revise a recall activity so learners must make a decision, use evidence, and explain a limitation; assess that reasoning with clear criteria.

The practice

A lesson currently asks students to name three materials used for insulation. A fictional test reports temperature drop after 10 minutes: Material A, 4°C; Material B, 2°C; Material C, 6°C. The starting conditions were intended to be equal, but the test was run only once.

Original task

List three insulating materials and copy their definitions.

Fictional results

A: 4°C drop. B: 2°C drop. C: 6°C drop. One trial under intended equal conditions.

Design challenge

Preserve access to vocabulary support while asking learners to reason from evidence and acknowledge uncertainty.

Fictional practice evidence. No company, client, employee, or live project records are shown.

Choose one answer

Choose an answer, then check your reasoning.

Try it in your own words

Your writing stays on this page. It is not sent or saved; copy it before leaving.

Review criteria

  • Makes a choice that answers the task.
  • Uses the correct data to justify the choice.
  • States a limitation or a useful next test.
  • Connects representations and writing to the same reasoning goal.
Compare with a model response

For this trial, I would choose Material B because it had the smallest temperature drop, 2°C. I would repeat the test under controlled conditions before deciding whether the difference is consistent. A graph and a short written explanation would help make the reasoning visible.

Behind the design

My contribution

Course design; adult professional development; coaching; LMS adoption support.

Audience

Teachers and learning designers revising a lesson or practice activity.

Why this approach

A familiar activity becomes a short design problem. Participants compare possible revisions, explain their choice, and apply the same approach to a lesson they already teach.

What exists today

These course areas and PD topics reflect my prior work. This activity is a newly written demonstration, not an original district course export. It uses fictional data and does not claim measured district outcomes.

How I would check transfer

Ask participants to bring a lesson. In pairs, revise its task and success criteria. Review the resulting learner work before deciding what support is needed next.

Access and support

The activity uses text-based evidence, keyboard-operable choices, specific feedback, and unlimited retries. A facilitator can also use the model response and criteria for spoken or written practice.

Original fictional portfolio demonstration · October 2026. This sample demonstrates design decisions; completion is not a credential or an operational qualification.