Erikka TaylorElementary Educator
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EDU 501
In Progress

Curriculum & Instructional Design

An introduction to designing coherent, engaging, and standards-aligned instruction for diverse elementary learners.

Course Overview

EDU 501 invites educators to think intentionally about how curriculum, instruction, and assessment work together. Through readings, collaborative planning, and hands-on design tasks, I am learning to build learning experiences that are meaningful, accessible, and responsive to the children I will serve.

Foundations of Curriculum Design
Explored how standards, objectives, assessments, and instructional activities align to support student learning.
Learner-Centered Instruction
Examined strategies for building lessons around student interests, prior knowledge, and developmental readiness.
Reflective Teaching Practice
Developed habits of reflection to evaluate instruction, adapt to student needs, and grow as an educator.

Artifacts & Evidence

1
Backward-Designed Unit Plan
A complete unit built from standards, with daily learning objectives, formative checks, and a summative performance task.
2
Instructional Reflection Essay
A written reflection on how learner data shaped adjustments to pacing, grouping, and materials during the unit.
3
Peer Teaching Video & Analysis
A recorded mini-lesson with self-analysis focused on questioning techniques and student engagement.

Reflection

How can the Edpuzzle guide me as I progress through this program? The Edpuzzle activities helped me engage with course content actively rather than passively. By answering embedded questions and reflecting on short segments, I practiced stopping to check for understanding—an approach I want to carry into my own teaching. Moving forward, I will use this same strategy to preview key concepts, identify areas where I need deeper study, and pace my learning so I can connect ideas across courses.

How can the Course Catalog and Candidate Handbook guide me? The Course Catalog and Candidate Handbook give me a clear map of the program: which courses I will take, what competencies each one develops, and how field experiences build toward clinical practice. Understanding these expectations early helps me set goals, track my progress, and make informed decisions about assignments and professional growth. I will keep returning to these documents when I plan my schedule or prepare for milestone requirements.

How can the InTASC Standards and Clinical Rubric guide me? The InTASC Standards and Clinical Rubric provide a shared language for effective teaching. They help me see what strong instruction looks like across areas such as learner development, content knowledge, instructional practice, and professionalism. As I move through coursework and into clinical placements, I will use these standards to self-assess, set specific growth goals, and seek feedback from mentors. They will be my anchor for turning theory into intentional classroom practice.