Section 1 of 4
Scenario Creation
Discover how constructivism shapes the learning experience

Chosen Topic: Dyslexia Literacy Intervention

This course centers on an evidence-based, structured literacy approach to dyslexia support, grounded in the Science of Reading and Orton-Gillingham methodology.

🔎 What Is Constructivism?ConstructivismA learning theory stating that learners actively build knowledge through experience. is a learning theory that positions learners as active builders of knowledge.

Meet Houston — Our Case Study

In this course, you will follow Houston, a fictional 4th-grade student who is creative, articulate, and full of great ideas — but struggles significantly with reading.

🧠 The Central Learning ChallengeAt each module checkpoint, you will receive new data about Houston and make diagnostic decisions.

The Learning Environment

Tool 1
Case Studies
Multimedia data about Houston across all modules
Tool 2
Phoneme Activities
Drag-and-drop sorting and manipulation tasks
Tool 3
Discussion Forums
Collaborative knowledge construction with peers
✏️ Check for Understanding
Section 1 — 3 Questions
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Question 1 of 3
Which best describes the constructivist approach used in this course?
Question 2 of 3
Houston is used as a central case study primarily because:
Question 3 of 3
According to constructivism, knowledge is best built when:
Section 2 of 4
Zone of Proximal Development (ZPD) Skills
Identify what learners can achieve with the right guidance
🎯 What Is the ZPD?Vygotsky's Zone of Proximal DevelopmentThe distance between what a learner can do independently and what they can achieve with guidance. describes the space between what a learner can do independently and what they can achieve with guidance.
Skill 1
Diagnostic Interpretation
Reading and interpreting multi-dimensional literacy data
Skill 2
Strategy Selection
Choosing and ordering OG-aligned strategies based on deficit profile
Skill 3
Differentiated Planning
Designing dyslexia-specific accommodations and multisensory techniques
💡 Key InsightThese are skills sitting just beyond independent capability. With the right support, every learner can reach them.
✏️ Check for Understanding
Section 2 — 3 Questions
0/3
Question 1 of 3
Vygotsky's ZPD refers to:
Question 2 of 3
Which skill lies within the ZPD for this course's learners?
Question 3 of 3
Why is "selecting structured literacy strategies" a ZPD skill?
Section 3 of 4
Scaffolding & Social Constructivism
How do we build the bridge from guided to independent?

Gradual Release of Responsibility (GRR)

1
I Do — Expert ModelingAn instructional coach walks through Houston's reading data, narrating diagnostic thinking aloud.
2
We Do — Guided PracticeLearners receive a partially completed framework with guiding questions. Hints fade as proficiency grows.
3
You Do — Independent ApplicationLearners independently complete a new student profile with no hints. Submitted for peer review.

Differentiation for Diverse Learners

🎯
Tiered Entry
Pre-course survey routes learners to foundational or advanced modules
🌍
Cultural Design
Readings address dyslexia across languages and literacy systems
🎧
Flexible Modality
All videos include captions, transcripts, and audio-only versions
🤝
Mentor Check-Ins
Confused learners get a 15-min virtual office hours prompt
✏️ Check for Understanding
Section 3 — 3 Questions
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Question 1 of 3
What happens during the "We Do" phase of GRR?
Question 2 of 3
The Collaborative Case Conference Forum is designed to:
Question 3 of 3
Which strategy addresses learners who process better through reading than video?
Section 4 of 4
Reflective Analysis
How do constructivism principles shape design and outcomes?

Designing this learning scenario through the lens of constructivism reinforced how critical it is to understand not just what learners need to learn, but the gap between what they can do now and what they can reach with the right support.

💡 The Core Constructivist InsightTelling educators about dyslexia is far less powerful than positioning them inside a diagnostic challenge.

ZPD → Design Decision

Identifying ZPD skills pushed the course design toward performance-based learning rather than content delivery.

Scaffolding → Gradual Release

The GRR model reflects a belief that expertise should be visible before it is expected.

Social Constructivism → Productive Dialogue

The Case Conference Forum creates conditions for productive disagreement — the kind of conversation that actually changes instructional practice.

🤖 AI Tool DisclosureClaude (Anthropic) was used as a thought partner throughout development. Professional knowledge came from the designer's own practice as a Texas-certified Special Education teacher and Reading By Design dyslexia intervention specialist.
✏️ Check for Understanding
Section 4 — 3 Questions
0/3
Question 1 of 3
Why does the course use a case study rather than lectures about dyslexia?
Question 2 of 3
What does the GRR model reflect about expertise development?
Question 3 of 3
What makes the Case Conference Forum especially valuable for online PD?
🎉
Course Complete!
You have successfully completed Decoding the Code: Understanding and Supporting Dyslexia in the Classroom.
🏆 Certificate of Completion
Decoding the Code
Understanding and Supporting Dyslexia in the Classroom
LDT Program · UMGC · June 2026