Dr. Rocío González- Suárez, Dr. Iván Jorrín Abellán and Dr. Susana Rodriguez Martinez rocio.gonzalez.suarez@udc.es
Bitacora: Transforming Instructional Planning through Evidence-Based Strategy Mapping
START
Index
- Introduction: From the Problem to the Proposal
- Methodological and Theoretical Foundation: The Design Process
- Bitácora: The Instructional Design Tool
- Impact and Future Projection: Benefits and Opportunities
Introduction
In one-two words, what is the biggest challenge you face in your teaching today?
Introduction
Scan and write your answer
Introduction
Methodological Foundations
Delphi Method
Case Study US Case Study Spain
Evaluative Case Study
Tool Development
Tool Adjustement
Theoretical Foundations
Self-regulated learning
Model of Areas and Phases of the Self-Regulatory Process (Pintrich, 2000) Cyclical Model of Self-Regulated Learning (Zimmerman & Moylan, 2009).
Well-being
Feedback
Psychological Well-Being (Ryff, 1998) Subjective Well-Being (Diener, 1999)
Butler and Winne's Feedback Model (1995) Hattie and Timperley's Feedback Model (2007).
Academic Motivation
Evaluation
Control-Value Theory (Pekrun, 2006).
Expectancy-Value Theory (Wigfield & Eccles, 2000).
Academic Engagement (Fredricks, 2004). Self-Determination Theory (Deci & Ryan, 2000).
Principles of Formative Assessment (Black & Wiliam, 1998). Principles of Educational Assessment (Brookhart, 2004, 2007).
Classroom context
Universal Design for Learning (CAST, 2018).
Hall's Proxemics (1966). Moos and Trickett's Classroom Climate (1974).
Bronfenbrenner's Ecological Systems Theory (1977).
Patent Pending (USPTO) # 63/887,431
What is Bitacora?
Bitácora is a tangible design tool and an online resource space to support teachers in structuring learning sequences at both the macro level (units, courses, or projects) and the micro level (individual lessons). The aim of Bitácora is to facilitate teaching design and planning in order to enhance informed pedagogical decision-making, which in turn helps optimize the quality of instructional design.
Bitácora Web
What are the componentes of Bitacora?
CREATIVE CARDS
STRUCTURAL CARDS
CONTENT CARDS
+ info
+ info
+ info
Content cards are colorful rectangles—six colors, each matching a key area of learning: motivation, self-regulation, feedback, assessment, well-being, and classroom context.
Creative cards are blank hexagons where teachers can jot down ideas, sketch strategies, or note any reflections that help bring their teaching design to life.
The hexagonal structural cards allow educators to visualize and organize instructional design at different levels of granularity.
How to use bitacora?
Customize the activities using creative cards
Select the learning domains to be sequenced
Verify that the sequence is coherent and balanced
Select and distribute the content cards
Organize the sequence usign structural cards
Define the Pedagogical Framework
Objective, Content, Assement Criteria, Time...??
Coherence and Balance??
Clasroom Context
Feedback
Motivation
Evaluation
Well- Being
Self- Regulation
How to use bitacora?
Example Final Representation
Initial moments
Final moments
Execution Loop
Final activity/ dynamic description
Initial activity/ dynamic description
Main activity/ dynamic description
Specific information about resources or aspects of personalization of the learning experience
A Starting Point...
Deep Dive into Each Domain: Use Resources to Support Informed Decisions
Self- Regulation of Learning
Feedback
Motivation
Well- Being
Evaluation
Classroom Context
Explore
Explore
Explore
Explore
Explore
Explore
Impact and Future Projection
Benefits for Teachers
- Optimizes Instructional Design and Planning: Provides a visual and dynamic representation of the teaching process, making it easier to organize and sequence activities. This helps teachers anticipate the flow of a lesson or a full course.
- Integrates Key Factors: Facilitates the inclusion of variables like motivation, self-regulation, and well-being in every phase of planning, ensuring that the design addresses more than just content.
- Fosters Reflection and Decision-Making: Serves as a structured framework that helps teachers identify inconsistencies and adjust their strategies based on evidence and classroom needs.
- Supports Collaboration and Professional Development: Facilitates joint planning with other educators and serves as a valuable training tool for both pre-service and in-service teachers.
Thank you for your attention
Contact Information Dr. Rocio Gonzalez- Suarez rocio.gonzalez.suarez@udc.es Bitacoratool@gmail.com
Bitácora Web
Dr. Rocío González- Suárez, Dr. Iván Jorrín Abellán and Dr. Susana Rodriguez Martinez rocio.gonzalez.suarez@udc.es
Bitácora: Bridging Educational Psychology and Instructional Planning
Teacher Support: Practical Tips for Each Step of the Design Process
Step 4. Select and distribute content cards: "This stage is intentionally exploratory and reflective: each content card represents a concrete strategy or instructional element that could be part of the sequence, so participants should examine them carefully before committing. Ask them to open and read the resources attached to each card, then judge suitability in relation to the previously defined learning objectives, the chosen domain(s) and the specific moment of the lesson (opening, execution loop, or closing). Encourage them to annotate each card with a short justification (one or two sentences) explaining why they selected or rejected it, what student behavior would indicate its success, and any immediate adaptations needed for their context. To make the process manageable, suggest time-boxed exploration rounds (e.g., 8–10 minutes per subset of cards), pair or small-group peer review for quick feedback, and one demonstration by the facilitator showing the reasoning behind choosing and placing a card. Remind participants to consider feasibility (available time, materials, and resources) and cumulative coherence across sessions, and to save their provisional decisions in the device provided (phone/tablet) so they can refine them later when other domains are added.You can prompt participants to answer these quick reflective questions as they review each card: how does this card support the session objective; where in the sequence would it best fit; what observable student evidence would show it worked; and what modifications would be needed for my students or context"
The hexagonal structural cards allow educators to visualize and organize instructional design at different levels of granularity.
Structural card has a colored side and a black-lined side. The colored lines guide the sequencing of strategies across domains, while the black lines allow for flexible arrangement based on user preferences.
At the micro-sequencing level, they break down a session into key moments: the initial moment, execution loops or action phases, and the closing moment.
At the macro-sequencing level, each card can represent a full session within a didactic unit, a project, or a long-term objective that requires multiple sessions, making it possible to structure curriculum design using as many cards as needed.
Click on the buttons to explore all the content cards included in the Feedback domain
Click on the button to explore all the content cards included in the Self- Regulation domaing
Teacher Support: Practical Tips for Each Step of the Design Process
Step 3. Select the learning domains to be sequenced: "Encourage participants to start simple by focusing on one domain at a time (e.g., self-regulation). Guide them in discussing when and why specific strategies from that domain could be used. In following sessions, progressively add other domains—such as motivation or well-being—so that students experience how the sequence becomes more complex and cohesive in an accumulative way."
Teacher Support: Practical Tips for Each Step of the Design Process
Step 5.Customize with Creative Cards: "Remind participants that selecting strategies is only the first step; the real value comes from specifying how those strategies will be enacted. Encourage them to use the creative cards to translate abstract ideas into concrete actions: what exactly the teacher and students will do, what resources would support implementation, and what variations might make the activity more engaging or feasible. Suggest that they write down not only the planned action but also one or two alternative options in case the initial idea does not work as expected. This step is about personalization, so invite them to align the activity details with their teaching style and the specific context of their scenario."
Teacher Support: Practical Tips for Each Step of the Design Process
Step 1. Define the Pedagogical FrameworkTip for Teachers:"Encourage students to be as concrete as possible when defining objectives, contents, and assessment criteria. Remind them that this step is not about detailing activities yet, but about setting a clear direction for the sequence. A well-defined framework will guide all subsequent decisions in the tool."
Click on the buttons to explore all the content cards included in the Classroom Context domain
- Content cards are colorful rectangles—six colors, each matching a key area of learning: motivation, self-regulation, feedback, assessment, well-being, and classroom context. They help teachers bring together all these important pieces when planning a lesson or a full unit.
- Content cards are meant to be placed along the sides of the structural card's hexagon. They can follow the suggested sequence using the colored edges, or allow for more flexible design using the black-lined sides.
Side A
Side B
On Side A, you'll find the name of a strategy or key element. Side B gives you more detail: what it means, and depending on the card, ideas for use or some quick pros and cons to keep in mind.
Click on the buttons to explore all the content cards included in the 6 areas of learning included in Bitacora
Here you will find an infographic presenting the complete set of cards, offering a comprehensive visual overview of all components.
Self- Regulation
Well- Being
Feedback
Evaluation
Motivation
Classroom Context
Creative cards are blank hexagons where teachers can jot down ideas, sketch strategies, or note any reflections that help bring their teaching design to life. They’re a flexible space to explore and shape how each element of the design fits the needs of their students.
Examples:
Include a short mindfulness activity before starting the lesson to help students focus. It worked well with 4th grade in the last unit.
I'll start with a metacognitive question: What do I want to learn today? It worked well with 5th. For 6th, I’ll support it with visual cues.
I'll introduce the concept through a real-life example to spark curiosity. It helped students in 3th connect better with the topic last week.
As a suggestion, we recommend placing the creative cards near or on top of the strategy they aim to specify. In this way, creative cards that are intended to clarify how to work with two or more strategies in combination can be placed between them.
Click on the buttons to explore all the content cards included in the Well- Being domain
Teacher Support: Practical Tips for Each Step of the Design Process
Step 6. Verify the sequence is coherent and balanced: "Remind participants that reviewing the entire sequence is crucial to ensure coherence and balance. Encourage them to look at the sequence as a whole and ask themselves whether each activity and strategy aligns with the initial objectives, whether the progression between moments is logical, and whether the workload and variety are well balanced. Prompt them to consider student diversity and accessibility, and to identify any potential points of overload or inconsistency. This step also fosters metacognitive awareness, helping participants reflect on their design choices and refine the sequence before finalizing it."
Teacher Support: Practical Tips for Each Step of the Design Process
Step 2. Organize the sequence using structural cards:"Remind participants to choose only the structural cards that truly fit their scenario. If they are designing a macro-sequence, one card per session is enough. For a micro-sequence, encourage them to think in terms of flow: usually three cards (opening, execution loop, and closing). Less is often more—clarity in structure helps the rest of the design process."
Click on the buttons to explore all the content cards included in the Evaluation domain
Click on the buttons to explore all the content cards included in the Motivation domain
SCIPIE Congress- Oklahoma, October 2025
ijorrina
Created on September 16, 2025
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Math Lesson Plan
View
Primary Unit Plan 2
View
Animated Chalkboard Learning Unit
View
Business Learning Unit
View
Corporate Signature Learning Unit
View
Code Training Unit
View
History Unit plan
Explore all templates
Transcript
Dr. Rocío González- Suárez, Dr. Iván Jorrín Abellán and Dr. Susana Rodriguez Martinez rocio.gonzalez.suarez@udc.es
Bitacora: Transforming Instructional Planning through Evidence-Based Strategy Mapping
START
Index
Introduction
In one-two words, what is the biggest challenge you face in your teaching today?
Introduction
Scan and write your answer
Introduction
Methodological Foundations
Delphi Method
Case Study US Case Study Spain
Evaluative Case Study
Tool Development
Tool Adjustement
Theoretical Foundations
Self-regulated learning
Model of Areas and Phases of the Self-Regulatory Process (Pintrich, 2000) Cyclical Model of Self-Regulated Learning (Zimmerman & Moylan, 2009).
Well-being
Feedback
Psychological Well-Being (Ryff, 1998) Subjective Well-Being (Diener, 1999)
Butler and Winne's Feedback Model (1995) Hattie and Timperley's Feedback Model (2007).
Academic Motivation
Evaluation
Control-Value Theory (Pekrun, 2006). Expectancy-Value Theory (Wigfield & Eccles, 2000). Academic Engagement (Fredricks, 2004). Self-Determination Theory (Deci & Ryan, 2000).
Principles of Formative Assessment (Black & Wiliam, 1998). Principles of Educational Assessment (Brookhart, 2004, 2007).
Classroom context
Universal Design for Learning (CAST, 2018). Hall's Proxemics (1966). Moos and Trickett's Classroom Climate (1974). Bronfenbrenner's Ecological Systems Theory (1977).
Patent Pending (USPTO) # 63/887,431
What is Bitacora?
Bitácora is a tangible design tool and an online resource space to support teachers in structuring learning sequences at both the macro level (units, courses, or projects) and the micro level (individual lessons). The aim of Bitácora is to facilitate teaching design and planning in order to enhance informed pedagogical decision-making, which in turn helps optimize the quality of instructional design.
Bitácora Web
What are the componentes of Bitacora?
CREATIVE CARDS
STRUCTURAL CARDS
CONTENT CARDS
+ info
+ info
+ info
Content cards are colorful rectangles—six colors, each matching a key area of learning: motivation, self-regulation, feedback, assessment, well-being, and classroom context.
Creative cards are blank hexagons where teachers can jot down ideas, sketch strategies, or note any reflections that help bring their teaching design to life.
The hexagonal structural cards allow educators to visualize and organize instructional design at different levels of granularity.
How to use bitacora?
Customize the activities using creative cards
Select the learning domains to be sequenced
Verify that the sequence is coherent and balanced
Select and distribute the content cards
Organize the sequence usign structural cards
Define the Pedagogical Framework
Objective, Content, Assement Criteria, Time...??
Coherence and Balance??
Clasroom Context
Feedback
Motivation
Evaluation
Well- Being
Self- Regulation
How to use bitacora?
Example Final Representation
Initial moments
Final moments
Execution Loop
Final activity/ dynamic description
Initial activity/ dynamic description
Main activity/ dynamic description
Specific information about resources or aspects of personalization of the learning experience
A Starting Point...
Deep Dive into Each Domain: Use Resources to Support Informed Decisions
Self- Regulation of Learning
Feedback
Motivation
Well- Being
Evaluation
Classroom Context
Explore
Explore
Explore
Explore
Explore
Explore
Impact and Future Projection
Benefits for Teachers
Thank you for your attention
Contact Information Dr. Rocio Gonzalez- Suarez rocio.gonzalez.suarez@udc.es Bitacoratool@gmail.com
Bitácora Web
Dr. Rocío González- Suárez, Dr. Iván Jorrín Abellán and Dr. Susana Rodriguez Martinez rocio.gonzalez.suarez@udc.es
Bitácora: Bridging Educational Psychology and Instructional Planning
Teacher Support: Practical Tips for Each Step of the Design Process
Step 4. Select and distribute content cards: "This stage is intentionally exploratory and reflective: each content card represents a concrete strategy or instructional element that could be part of the sequence, so participants should examine them carefully before committing. Ask them to open and read the resources attached to each card, then judge suitability in relation to the previously defined learning objectives, the chosen domain(s) and the specific moment of the lesson (opening, execution loop, or closing). Encourage them to annotate each card with a short justification (one or two sentences) explaining why they selected or rejected it, what student behavior would indicate its success, and any immediate adaptations needed for their context. To make the process manageable, suggest time-boxed exploration rounds (e.g., 8–10 minutes per subset of cards), pair or small-group peer review for quick feedback, and one demonstration by the facilitator showing the reasoning behind choosing and placing a card. Remind participants to consider feasibility (available time, materials, and resources) and cumulative coherence across sessions, and to save their provisional decisions in the device provided (phone/tablet) so they can refine them later when other domains are added.You can prompt participants to answer these quick reflective questions as they review each card: how does this card support the session objective; where in the sequence would it best fit; what observable student evidence would show it worked; and what modifications would be needed for my students or context"
The hexagonal structural cards allow educators to visualize and organize instructional design at different levels of granularity.
Structural card has a colored side and a black-lined side. The colored lines guide the sequencing of strategies across domains, while the black lines allow for flexible arrangement based on user preferences.
At the micro-sequencing level, they break down a session into key moments: the initial moment, execution loops or action phases, and the closing moment.
At the macro-sequencing level, each card can represent a full session within a didactic unit, a project, or a long-term objective that requires multiple sessions, making it possible to structure curriculum design using as many cards as needed.
Click on the buttons to explore all the content cards included in the Feedback domain
Click on the button to explore all the content cards included in the Self- Regulation domaing
Teacher Support: Practical Tips for Each Step of the Design Process
Step 3. Select the learning domains to be sequenced: "Encourage participants to start simple by focusing on one domain at a time (e.g., self-regulation). Guide them in discussing when and why specific strategies from that domain could be used. In following sessions, progressively add other domains—such as motivation or well-being—so that students experience how the sequence becomes more complex and cohesive in an accumulative way."
Teacher Support: Practical Tips for Each Step of the Design Process
Step 5.Customize with Creative Cards: "Remind participants that selecting strategies is only the first step; the real value comes from specifying how those strategies will be enacted. Encourage them to use the creative cards to translate abstract ideas into concrete actions: what exactly the teacher and students will do, what resources would support implementation, and what variations might make the activity more engaging or feasible. Suggest that they write down not only the planned action but also one or two alternative options in case the initial idea does not work as expected. This step is about personalization, so invite them to align the activity details with their teaching style and the specific context of their scenario."
Teacher Support: Practical Tips for Each Step of the Design Process
Step 1. Define the Pedagogical FrameworkTip for Teachers:"Encourage students to be as concrete as possible when defining objectives, contents, and assessment criteria. Remind them that this step is not about detailing activities yet, but about setting a clear direction for the sequence. A well-defined framework will guide all subsequent decisions in the tool."
Click on the buttons to explore all the content cards included in the Classroom Context domain
Side A
Side B
On Side A, you'll find the name of a strategy or key element. Side B gives you more detail: what it means, and depending on the card, ideas for use or some quick pros and cons to keep in mind.
Click on the buttons to explore all the content cards included in the 6 areas of learning included in Bitacora
Here you will find an infographic presenting the complete set of cards, offering a comprehensive visual overview of all components.
Self- Regulation
Well- Being
Feedback
Evaluation
Motivation
Classroom Context
Creative cards are blank hexagons where teachers can jot down ideas, sketch strategies, or note any reflections that help bring their teaching design to life. They’re a flexible space to explore and shape how each element of the design fits the needs of their students.
Examples:
Include a short mindfulness activity before starting the lesson to help students focus. It worked well with 4th grade in the last unit.
I'll start with a metacognitive question: What do I want to learn today? It worked well with 5th. For 6th, I’ll support it with visual cues.
I'll introduce the concept through a real-life example to spark curiosity. It helped students in 3th connect better with the topic last week.
As a suggestion, we recommend placing the creative cards near or on top of the strategy they aim to specify. In this way, creative cards that are intended to clarify how to work with two or more strategies in combination can be placed between them.
Click on the buttons to explore all the content cards included in the Well- Being domain
Teacher Support: Practical Tips for Each Step of the Design Process
Step 6. Verify the sequence is coherent and balanced: "Remind participants that reviewing the entire sequence is crucial to ensure coherence and balance. Encourage them to look at the sequence as a whole and ask themselves whether each activity and strategy aligns with the initial objectives, whether the progression between moments is logical, and whether the workload and variety are well balanced. Prompt them to consider student diversity and accessibility, and to identify any potential points of overload or inconsistency. This step also fosters metacognitive awareness, helping participants reflect on their design choices and refine the sequence before finalizing it."
Teacher Support: Practical Tips for Each Step of the Design Process
Step 2. Organize the sequence using structural cards:"Remind participants to choose only the structural cards that truly fit their scenario. If they are designing a macro-sequence, one card per session is enough. For a micro-sequence, encourage them to think in terms of flow: usually three cards (opening, execution loop, and closing). Less is often more—clarity in structure helps the rest of the design process."
Click on the buttons to explore all the content cards included in the Evaluation domain
Click on the buttons to explore all the content cards included in the Motivation domain