In my third grade classroom, I’ve learned that planning a successful math unit isn’t just about following a district pacing guide—it’s about understanding your students and working backward from where you want them to be. For this instructional design project, I used a backward design approach to map out this year’s math course in a way that supports real progress and ensures each TEKS standard is covered purposefully. 

Theoretical Foundations

This instructional plan is grounded in Fink’s Taxonomy of Significant Learning, which emphasizes integration, application, and learning how to learn. I also integrated Competency-Based Education (CBE) principles, allowing students to progress based on mastery rather than pace alone. The combination of constructivist learning (via reflection, real-world math tasks, and digital collaboration) and behaviorist techniques (through gamified immediate feedback from Prodigy and Khan Academy) created a balanced and intentional learning environment.

This plan is tailored to the needs of my students—including those receiving special education services—and aligned with the TEKS, district calendar, and STAAR assessment expectations. By starting with the unit assessments and working from our final STAAR review window, it balances structure with flexibility, allowing time for reteaching, practice, and student reflection.  This page outlines the full design, including a planning map, instructional schedule, and digital tools used to support learning across the year.

Context & Design Approach

My instructional design follows a Competency-Based Education (CBE) framework supported by Fink’s Significant Learning Model. Students demonstrate mastery before moving forward, and the learning process includes direct instruction, collaborative work, and technology-supported practice.

I will incorporate:

• Assessment of learning – STAAR-style checkpoints, digital platform reports

• Assessment for learning – small group data, targeted reteach

• Assessment as learning – student reflections, peer feedback, journals

Fink’s 3 Column Table – Instructional Design Plan (3rd Grade Math)

Tools & Platforms

The digital resources integrated into this instructional design plan include:

• Istation – Provides adaptive, data-driven math interventions that support foundational skill development and monitor student growth over time.

• Khan Academy – Offers engaging, TEKS-aligned video tutorials and interactive practice to reinforce concepts introduced during instruction.

• Prodigy – Gamifies math practice through curriculum-aligned challenges, helping students apply skills in a motivational, self-paced environment.

• Evaluation Metrics and Evidence –In future iterations, I will track quantitative and qualitative data to measure success, including pre/post-assessment scores, tool engagement reports, and student self-assessments. 
• Student Feedback Loop – End-of-unit student reflection forms provide a consistent way for students to shape their learning. This helps me adjust pacing, tools, or supports based on their feedback, fostering ownership and showing their input matters.

These platforms work together to support blended learning, reinforce key TEKS, and offer differentiated pathways for student mastery.

Design Walkthrough Video

This short video walks through each component of my instructional design project—from the rationale behind backward planning to a visual overview of the 3-column map and instructional schedule.

This short narrated video explains how the design was built, why each component matters, and how it connects back to learning goals.

Reflecting on the Design Process

Going through the process of building this design reminded me why I love teaching. It’s not just about standards, it’s about creating something meaningful that connects with students. Using tools like Fink’s model and the UbD framework helped me structure learning in a way that makes math feel purposeful and engaging.

The most powerful takeaway for me is that meaningful learning happens when students are active participants. From goal-setting conferences to reflection journals, this plan creates space for learners to take ownership and make connections that matter to them. The integration of digital tools like Khan Academy and Istation supports personalization, but the true transformation comes from structuring a learning environment that’s inclusive, responsive, and grounded in Universal Design for Learning (UDL) principles.

Looking ahead, I feel more ready to lead instruction that is both data-informed and student-centered. This design experience pushed me to rethink how we define success in the classroom, shifting the focus from coverage to meaningful learning. My goal is to share this approach with my colleagues and collaborate on creating learning experiences that truly matter. Because when we design with our students in mind, the results go far beyond the test.