Learning Experience Design Guide

(Adapted from Designers for Learning Design Guide, 2017)

Table of Contents
Part 1: Learning Experience Description
Learning Experience Title
Abstract
Learner Audience / Primary Users
Educational Use
Language
Material Type
Keywords
Time Required for Learning Experience
Targeted Skills
Learning Objectives
Prior Knowledge
Required Resources

Part 2: Learning Experience

Instructional Strategies and Activities
Warm-Up
Introduction
Presentation / Modeling / Demonstration
Guided Practice
Assessment
Application
Key Terms and Concepts

Part 3: Supplementary Resources & References

Supplementary Resources
References
Attribution Statements

Note: The blue boxes in this style guide provide guidance about how to complete each section. When
you are finished completing your materials, please delete each blue box (e.g., Table / Delete Table).

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Part 1: Learning Experience Description

Self Paced Algebra 1 Classroom: Quick Change to the Modern

Classroom When Faced With Struggling Learners

Abstract
“The crucial question is how we can exploit the innate human propensity of even young learners to
question, explore, and “yearn to learn” and make these attributes pervasive across learners throughout
their lifetimes?” (Cheek, 2015, p. 6)

In this learning design students will meet common core standards of solving systems of equations in
Algebra 1, while learning at their own pace, using new technology and working as a collaborative team. In
Algebra 1 meeting common core standards within a traditional public school has been criticized for failing
“to keep pace with what we know and about how and under what circumstances human beings learn”
(Cheek, 2015, p. 5). In this learning experience I challenge this notion by using a mix of modern
classrooms, where students learn at their own pace, collaborating with groups and using creative
alternative self directed assessments. Students will be expected to learn the standards: A-REI.6. Solve
systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear
equations in two variables, and A-REI.5. Prove that, given a system of two equations in two variables,
replacing one equation by the sum of that equation and a multiple of the other produces a system with the
same solutions, as stated in the 2021 Wyoming Math Content Standandards
https://edu.wyoming.gov/wp-content/uploads/2022/08/2021-Math-WYCPS-PLDs-2.pdf. They will also be
given the opportunity to explore skills that are more prevalent to today’s world like collaboration and digital
literacy. These opportunities will engage students and motivate them to be lifelong learners or “yearn to
learn” (Cheek, 2015, p. 6). The learning experience includes using the following: (1) you tube videos to
teach common core standards (2) skills checks or mastery checks in order to prove proficiency of the
standards before moving to the next topic (3) technology like flipgrid videos, podcasts and art to deepen
and engage the learning (4) collaborative group effort to support peers work. The experience is based off
of the Modern Classroom project which can be explored deeper at https://www.modernclassrooms.org/. I
have not fully engaged in their courses because I do not have time at the moment. I took some basics
from them and my classes at University of Wyoming to find a quick fix for my diverse group of struggling
Algebra 1 students this year.

Learner Audience / Primary Users

This learning experience is designed for high school students grades 9 to 12. The experience is
specifically designed for a total of 42 students, 30 in grade ten, eight in grade 11 and four in grade twelve.
Twenty two of these students are English Language Learners, meaning their first language they learned
in life was Spanish and are currently learning to speak English. Some barely speak English and others
are becoming proficient in English. Thirteen of these students have an Individualized Education Plan that
is developed due to learning difficulties such as dyslexia, autism, attention deficit disorder, or very slow
processing speeds. On the other end of the spectrum there are students who have none of the above
struggles but have struggles with behavior, motivation or home lives.

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As high school students they are very social and enjoy their friends and are highly driven through peer
pressure. Most enjoy working and talking with their peers. Most if not all of the students enjoy social
media. They already have some experience and enjoy making, watching, reading and listening to videos,
podcasts and posts. Some do not enjoy social interaction as much and prefer to work independently and
enjoy this type of learning more. Most of these students need guidance on communication, collaboration
and how to support their peers academically, without just giving them answers to copy.

Educational Use
● Curriculum / Instruction

Language
● English
● Spanish
○ You Tube videos can be translated to spanish using closed captions
○ Explanations by students of learned content can be done in Spanish

Material Type
● Instructional Material
● Computers
● Calculators
● Notebooks
● Pencils
● College Preparatory Mathematics Textbook

Keywords
● Designers for Learning
● High School Education
● Modern Classroom
● Teaching Digital Literacy
● Collaboration
● Self Paced Math
● Algebra 1
● Linear Systems of Equations
● Common Core Standards for Algebra 1

Time Required for Learning Experience

This experience is based off of a 70 minute class period, meeting four times a week for three weeks.

Targeted Skills
Key skills covered in this Learning Experience include:
● Focused Note Taking
● Using You Tube as an educational resource
● How to present information
● How to support peers and collaborate
● Creatively use digital sharing and communication tools such as: flipgrid, podcasts, and canvas

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● Common Core Standards for Math Algeba 1:

https://edu.wyoming.gov/wp-content/uploads/2022/08/2021-Math-WYCPS-PLDs-2.pdf
A-REI.6. Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables
A-REI.5. Prove that, given a system of two equations in two variables, replacing one
equation by the sum of that equation and a multiple of the other produces a system with
the same solutions

Learning Objectives
By the end of this Learning Experience, the learner should be able to:
● Use flipgrid, podcasts or recording materials and canvas to clearly present information that
demonstrates their learning
● Support struggling peers in a helpful and productive way
● Take notes that are useful for them to use and help them for future problem solving
● Use you tube to translate material if needed
● A-REI.6. Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables
● A-REI.5. Prove that, given a system of two equations in two variables, replacing one
● equation by the sum of that equation and a multiple of the other produces a system with
● the same solutions

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Prior Knowledge
Students should be able to seamlessly solve for missing variables in equations using Algebra. Distributive
property and multistep equations with variables on both sides of equal sign should be mastered. Students
should know how to navigate canvas on their computers, such as find Modules, use assignment
submissions and click on important links. Be able to use their computers and the internet to access
educational resources. Students should be aware of how to record on flipgrid, garage band or podcast
sites, and use canvas discussions. Basic note taking skills are needed. Students must know how to be
supportive with their peers, how to ask questions to each other, and how to work collaboratively as a
group using assertive communication.

Required Resources
Every student must have a laptop computer and have access to the internet. There must be some sort of
Learning Management System (LMS) where students can access the educational resources.
Headphones are not required but highly recommended to keep noise down. Poster paper, markers,
notebooks with graphing paper, calculators, and pencils. Have a poster with collaborative and teamwork
expectations. Have Skills Checks or Mastery Checks printed with keys. Practice problems available with
keys. Tables that have space for at most four students to work together. A seating chart that allows
support for each student's individual needs.

References:

Cheek, D. (2015). A Panoramic View of the Future of Learning and the Role of Design(ers) in Such
Experiences. The Design of Learning Experience, Educationation Communications and
Technology: Issues and Innovations.
https://drive.google.com/file/d/1Ty8CmEM2oi8BlzpHTA45IguudPIHWZ86/view?usp=sharing

Wyoming Department of Education. (2021). 2021 Wyoming Math: Performance standards with 2018
Content Standards.
https://edu.wyoming.gov/wp-content/uploads/2022/08/2021-Math-WYCPS-PLDs-2.pdf

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 Learning Experience Design Guide
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Day 1: 70 minutes

New topic Objective: What is a system of equations? What is a solution to a system of equations? How
do I find the solution graphically?

Master this topic: How do I solve one variable equations when the variable is on both sides of the equal
sign? What do I do when I come to a set of parenthesis in these problems?

Warm up: #2

Instructions for the day:

1. Write down the following notes on systems of equations.

1a. Read back through your notes: highlight, add, erase, question your notes so that they will help you
solve problems in the future.

2. Desmos: Go to desmos calculator

3. Find the solutions on the graph to the following problems on this worksheet

4. What is the x value? What is the Y value?

5. Complete 1-10 on this worksheet

check answers at the bottom. All work must be shown in your notebook. Submit assignments to Ms.
Larkin

When finished do the following choices:

1. Go to Flipgrid

and make a video on one problem. Don't forget to use mirror mode. Ask Ms. Larkin before recording.
Use visuals and be fun. How would you teach this problem? How would you help your classmates
understand?

2. Create a poster that includes the most challenging problem you think you solved. Write the problem.
Solve it showing all work. Next to each step write out what you did to solve the problem. Label each step
clearly. Make sure the problem is big enough on the poster that people can see what you wrote. Us color
to make it a little more fun. Maybe include a picture or funny math joke.

3. Complete systems of linear equations activity on Desmos. Join Class Link here: 4th period link

and 5th period link

Day 2: 70 minutes

Objective: Review what you have learned about solving equations. Create a presentation on one
problem that demonstrates your understanding of the topic.

Warm Up #3

Read through your notes, circle, highlight, add or delete anything

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Summarize your notes. What are they about? When will you use these notes? What is something you
have a question on and don't understand?

1. Complete your 10 problems from the worksheet.

2. Take a skills check to move on. You must get at least an 80%. If you get an 80% or higher please move
on to the Red assignments. If you did not score an 80% or higher please move onto the Green
assignments.

3. Complete the following packet. First watch video and take notes in the packet as you follow along.
Then complete the problems. Check answers with Ms. Larkin when finished.

4. Retake Skills Check.

3. Pick a problem from your worksheet that you have been working on the past two classes. Create a
poster with the steps clearly completed and an explanation of each step on the poster.

4. Pick a system of equations from your work sheet yesterday and add that to your poster. Title it Solving
by Graphing. Make sure you include the problem, Solution, labels of the x and y axis.

When finished:

1. Present your poster on how to solve for x on flipgrid

2. Watch a flipgrid video by one of your classmates and add the example to your notes. Then
respectfully comment on what they did well on their video and what could they improve on?

4. Practice multiplication on flash cards with a partner.

5. Ask Ms. Larkin for a challenge problem.

Day 3: 70 minutes

Objective: How do you solve for two variables and two equations using the equal values method?

Warm up: #4

Get Checked off on your solving for x skills check.

Then watch the following video on equal values method and take notes:

1. Equal Values Method Video

2. Read through Ms. Larkin's notes here on Equal Values Method

3. Read through your notes and add any questions you might have, high light or add anything you need
to.

4. Complete the following practice worksheet and check your answers. Practice Worksheet

Day 4: 70 minutes

Objective: How do you solve systems of equations with substitution method?

Warm Up #5

Get Checked off on your equal values method practice worksheet and check answers.

Then watch the following video on substitution method and take notes:

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1. Substitution Method Video

2. Read through Ms. Larkin's notes here on Substitution Method

3. Read back through your notes and add any questions you might have, highlight or add anything you
need to.

4. Complete the following practice worksheet. (Complete 1-10)

Day 5: 70 minutes

Warm up #6

Activity #1:

Complete the following packet. First watch video and take notes in packet as you follow along. Then
complete the problems. Check answers with Ms. Larkin when finished.

Activity #2:

Present a problem for each strategy on flipgrid. Please make sure your recorder is in on mirror image.
Ask Ms. Larkin for help if you need it.

4.2.1 Substitution Method Videos

4.1.2 Equal Values Method videos

Day 6: 70 minutes

Skills check on substitution method and equal values method.

Objective: Solve systems of equations by the elimination method.

Warm up #6

1. Watch the following videos on the elimination method and take notes.

Video #1

Video #2

2. Read through Larkin's notes Elimination Part 1

3. Complete problems 1-7

4. Check your answers and then move onto Elimination part 2.

Day 7: 70 minutes

Objective: Solve systems of equations by elimination more challenging.

Warm up #6

1. Watch the following videos and take notes:

Video #1

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Video #2

2. Read through Larkin's notes on Elimination Part 2

2. Complete the Elimination Worksheet 9-16

3. Check answers and get checked off by Ms. Larkin

Day 8, 9 and 10: 210 minutes

Portfolio of Evidence Chapter 4

For this test you are going to have choices on how you want to display your knowledge from this unit.
Your knowledge will be assessed through this portfolio. Choose a presentation method you would like to
use to express your knowledge and then make sure it includes all of the expectations.

Portfolio options:

Garage Band Recording

Google Slides
Flip Grid Presentation
Or any other media presentation method

Demonstrate how to use the Substitution, Elimination and Equal Values Method.

Define what each method is

Demonstrate the process of solving use each method
Provide a Graphical solution that shows you got the correct answer

Excellent Good Satisfactory Needs

(10 pts) (8 pts) (7pts) Improvement
(5 points)

Concept The project clearly The project The project The project does
demonstrates demonstrates demonstrates a not demonstrate
understanding of concepts previous concept. a clear concept.
the concepts.

Design The quality and The quality of the The quality and The quality and
materials are well project is materials in the materials in the
organized, adequately project lacked video are not
creative and organized, creativity and organized and
understandable somewhat organization and lack clarity.
creative and are
somewhat clear 50% clear.

Participation All members The majority of Half of the group Only one person
demonstrate an the members did most of the demonstrated an
active role in the demonstrate an work. active role.
process active role

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 Learning Experience Design Guide
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Final Product Final product Final product Final product l Final product
looks professional looks decent and required more looks unrefined
and the concepts the concepts were revisions and the and the concepts
were visibly somewhat concepts were were not
demonstrated demonstrated. not clearly demonstrated.
demonstrated.

Key terms and concepts:

● coincide
● Elimination Method
● Equal Values Method
● equation
● graph
● infinite solutions
● let statement
● mathematical sentence
● model
● no solution
● parallel
● point of intersection
● situation
● solution
● standard form
● Substitution Method
● system of equations
● table
● y = mx + b

Part 3: Supplementary Resources & References

References
References:

Cheek, D. (2015). A Panoramic View of the Future of Learning and the Role of Design(ers) in Such
Experiences. The Design of Learning Experience, Educationation Communications and
Technology: Issues and Innovations.
https://drive.google.com/file/d/1Ty8CmEM2oi8BlzpHTA45IguudPIHWZ86/view?usp=sharing

Wyoming Department of Education. (2021). 2021 Wyoming Math: Performance standards with 2018
Content Standards.
https://edu.wyoming.gov/wp-content/uploads/2022/08/2021-Math-WYCPS-PLDs-2.pdf

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Content in this course can be considered under this license unless otherwise noted. Page 10
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 Learning Experience Design Guide
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Attribution Statements
The videos on systems of equations are created by thatmathmagician at the following YouTube channel:
https://www.youtube.com/@thatmathmagician.

The application Flipgrid developed by Microsoft and currently updated in 2022: https://info.flip.com/.

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