Course Design Rationale: Addressing the Needs of Student-Athletes

Student-athletes at Notre Dame face a unique challenge: frequent travel for games, tournaments, and training often leads to inconsistent classroom attendance. As a result, students struggle to keep up with coursework, leading to learning gaps, stress, and catch-up work. Traditional learning structures do not accommodate their demanding schedules, making it difficult for them to balance academics and athletics effectively.

To address this, the Workplace 20 course has been designed as a flexible, blended-learning model that allows students to engage asynchronously with their coursework. This approach ensures that all students—whether at home or on the road—can stay on track with their learning while maintaining academic rigour.

Failing to address this need would not only impact student success but could also discourage athletes from pursuing both their academic and athletic goals. A blended learning or fully online format ensures that students remain engaged in their education, no matter where their sport takes them.

This course is aligned with the Saskatchewan Ministry of Education’s Workplace and Apprenticeship Mathematics 20 Curriculum (Appendix A) and follows the Notre Dame Workplace 20 Syllabus (Appendix B).

Target Student Population

This course is designed for Grade 11 and 12 student-athletes who require a flexible learning environment due to frequent travel.

Ethan – Competitive Athlete, Strong in Math

• 16-year-old hockey player with frequent tournament travel.
• Strong in math but struggles with time management.
• Prefers self-paced digital resources and online quizzes.

Ava – Struggles with Math and Needs Support

• 17-year-old student committed to improvement but finds math challenging.
• Needs step-by-step explanations and guided practice.
• Prefers video lessons, interactive tools, and extra practice problems.

Liam – Independent Learner, Self-Motivated

• 18-year-old preparing for an apprenticeship program.
• Enjoys problem-solving and hands-on learning.
• Works ahead using digital tools and prefers project-based assessments.

Course Overview: Workplace 20

This course focuses on practical mathematical skills applicable to real-world scenarios, particularly for students entering trades, business, or financial careers.

Core Topics Include:

• Slope and Rate of Change
• Graphs of Data
• Surface Area, Volume, and Capacity
• Trigonometry of Right Triangles
• Scale Representations
• Financial Services and Personal Financing

For this implementation, Unit 1: Slope and Rate of Change will be the primary focus. This unit explores concepts such as slope as a ratio, grade, angle of elevation, and rate of change—skills that directly apply to construction, engineering, and trade-based professions.

These topics align directly with the Saskatchewan Mathematics 20 Curriculum, ensuring that students meet provincial learning outcomes while engaging in a format that accommodates their needs.

Learning Environment: Blended and Digital First

Learners:
Student-athletes require asynchronous access to course materials to accommodate their travel schedules. Self-paced learning, digital resources, and flexible assessments ensure they can complete work from anywhere.

Facilitators:
The course will be delivered through CANVAS, where students can access pre-recorded lessons, online quizzes, and interactive assignments. The instructor will provide digital feedback and ongoing support to ensure student progress.

The Domain and Discipline:
This course aligns with Workplace Mathematics 20 standards, emphasizing applied problem-solving, real-world math applications, and financial literacy.

Learning Technologies:

• CANVAS – Course management, lesson delivery, and assessments.
• Desmos/GeoGebra – Interactive graphing tools.
• EdPuzzle – Video lessons with embedded questions.
• Kahoot/Blooket – Gamified review activities.
• Google Docs & Sheets – Collaborative assignments and data analysis.

Opportunities and Limitations

Opportunities:

• Fully online modular class for anytime, anywhere access.
• Allows student-athletes to balance academics and athletics.
• Digital resources create engaging, interactive learning experiences.
• Self-paced modules allow for catch-up and acceleration when needed.

Limitations:

• Requires self-discipline and time management skills.
• Limited teacher support when students are traveling.
• Technology access varies, but all students are expected to have a personal laptop with a digital pen for note-taking.

Addressing Common Concerns:

EAL Learners

• Use visual aids, bilingual glossaries, and simplified instructions.
• Provide speech-to-text tools and closed captions for videos.
• Assign collaborative peer-learning activities for additional support.

Low Bandwidth or Limited Internet Access

• All video lessons will have downloadable versions.
• Text-based alternatives (PDF summaries) will be provided.
• Assignments can be completed offline and uploaded later.

Attendance & Missed Work

• Self-paced modules allow students to catch up at any time.
• Flexible deadlines accommodate travel schedules.
• Digital office hours provide extra teacher support.

Socioeconomic & Technology Barriers

• The school provides loaner devices for students without access.
• Print materials available for students facing tech issues.
• No additional costs—all learning resources are free.

Course Objectives and Instructional Approach

By the end of Unit 1: Slope and Rate of Change, students will be able to:

• Understand and calculate slope as a ratio of rise over run.
• Interpret slope in real-world applications like road inclines and construction.
• Apply formulas for slope and rate of change to problem-solving.
• Analyze and graph data using slope concepts.
• Solve problems involving grade, angle of elevation, and distance.

Instructional Strategies Include:

• Video Lessons – Pre-recorded instructional content.
• Interactive Simulations – Digital tools for visualizing slope and rate of change.
• Problem-Solving Tasks – Real-world application problems.
• Discussion Boards – Online peer collaboration and Q&A.
• Self-Assessment Quizzes – Formative assessments for tracking progress.

Rationale for Course Design Choices

Why Asynchronous & Blended?

• Allows flexibility for student-athletes to access content anytime.
• Supports self-paced learning while ensuring accountability.
• Provides a mix of structured modules and interactive elements.

Why CANVAS?

• User-friendly and integrates seamlessly with instructional tools.
• Enables self-paced learning with automated tracking and assessments.
• Supports mobile access, allowing students to learn on the go.

Why Digital & Interactive Assessments?

• Offers instant feedback and progress tracking.
• Increases engagement through gamified learning.
• Allows for scalable grading and individualized support.

Educational Technology

Primary Learning Platform: CANVAS

• Serves as the central hub for course content, assignments, assessments, and communication.
• Provides automated grading, discussion forums, and progress tracking.

Instructional Tools:

• EdPuzzle – Interactive video lessons with embedded quizzes to reinforce learning.
• Desmos/GeoGebra – Graphing tools for exploring slope and rate of change concepts.
• Google Docs & Sheets – Collaborative assignments, mathematical calculations, and project-based learning.
• Text-based PDF resources – Printable worksheets and notes for offline access.

Assessment & Engagement Tools:

• Kahoot/Blooket – Gamified quizzes for formative assessment and review.
• CANVAS Quizzes – Auto-graded assessments to check student understanding.
• Discussion Boards – Peer collaboration and support.

Assessment Strategies

Formative Assessments:

• Online quizzes, practice exercises, and peer discussions.
• Feedback-driven learning through interactive problem-solving.

Summative Assessments:

• Unit Test: Evaluating students’ mastery of slope and rate of change.
• Real-World Application Project: Students will apply slope concepts to a practical project, such as designing a terrain park or analyzing the incline of a road.

Final Thoughts: Meeting Students Where They Are

This Workplace 20 course is designed to support student-athletes by offering flexibility, accessibility, and practical learning experiences. Through blended learning, digital tools, and real-world applications, students will develop essential mathematical skills while balancing their academic and athletic commitments.

The key takeaway? Education should adapt to the needs of students—not the other way around. By embracing a flexible, tech-driven approach, we empower students to take control of their learning journey, whether they’re in the classroom or on the road to their next game.

Appendices:

Appendix A: Saskatchewan Workplace and Apprenticeship Mathematics 20 Curriculum

Appendix B: Notre Dame Workplace 20 Syllabus

Appendix C: WPA 20 ADDIE Template