Instructional Design Plan: Empowering SEL Through Innovation

Designing instruction is more than organizing content—it's about creating experiences that empower learners to grow academically and emotionally. In this project, I developed an instructional plan that supports 2nd grade students, particularly those with autism or emotional regulation challenges. Grounded in student-centered design, my plan integrates technology like the Mightier app to foster self-awareness, resilience, and meaningful learning. This page outlines the context, approach, and tools behind the design, with a focus on creating a safe and engaging environment where all students can thrive.

Learning Environment & Student Needs

This instructional plan is designed for 2nd grade learners in a public school environment, with a focus on students who benefit from extra emotional and behavioral support—including those with autism. The curriculum integrates social-emotional learning with academic standards, aligning closely with district requirements and behavior intervention guidelines. The use of Mightier, a biofeedback-based app, supports students in building emotional awareness and regulation as part of their daily routine.

Instructional Strategy & Design Rationale

My design merges elements of both Competency-Based and Outcome-Based Education. Students progress through SEL skills at their own pace while meeting clearly defined behavioral and academic benchmarks. Using Fink’s 3 Column Table, I carefully aligned learning goals with active strategies and assessments. This model promotes shared responsibility between teacher and student, allowing for more agency and deeper engagement. Rooted in the COVA framework, the design encourages learners to take ownership and find purpose in their growth.

Key Planning Tools & Resources

To bring this design to life, I developed two main tools:

A detailed 3 Column Table outlining learning objectives, key learning activities, and authentic assessments.

A practical Implementation Schedule that maps out when and how students will engage with core content and the Mightier app.

These resources ensure the learning experience remains structured yet adaptable to individual needs.

Feedback & Iterative Development

My close-knit group from this program has consistently helped me improve my work, and this project was no exception. Their honest feedback helped me refine pacing, strengthen scaffolding, and reminded me that great instructional design is never static—it evolves through collaboration and iteration.

References

My BHAG

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.).

Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev2/

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). SEL framework.

https://casel.org/fundamentals-of-sel/

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college

courses (2nd ed.). Jossey-Bass.

Harapnuik, D. (2021). Developing a significant learning environment. https://www.harapnuik.org/?

page_id=6951

Harapnuik, D. (2020). The COVA approach to learning. https://www.harapnuik.org/?page_id=10924

Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). SAGE

Publications.

Quality Matters. (2018). Higher education rubric, sixth edition. Quality Matters.

https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on

social and emotional learning: What does the research say? Teachers College Press.