About
Intentional Curriculum Design was founded by a former educator, and every project runs through the same lens: what will this actually look like in a classroom?
Lauren Oberst, Ed.D., founder of Intentional Curriculum Design, began her career teaching high school mathematics before teaching at the college level. In addition to teaching mathematics, she prepared pre-service educators to thoughtfully integrate technology into their own classrooms.
Those experiences led Lauren to study how meaningful learning experiences are created, not just what content they include. Her practitioner research examined the development of a curriculum that integrated mathematics, educational robotics, and growth mindset principles. Through that work, she explored how research, collaboration, reflection, and intentional decision-making influence the curriculum design process.
Today, Lauren has more than ten years of experience designing curriculum, professional learning, and instructional resources for a range of educational organizations. Her work is grounded in the belief that effective curriculum is never accidental. Every learning experience should be intentionally designed to help students build deep conceptual understanding while giving educators the tools they need to teach with confidence.
Nothing here happens by accident.
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Who the learners are, what the educators delivering it are working with, and what the material has to accomplish. Every project starts with backward design: name what students should know and be able to do, decide what evidence will show it, then build the learning that gets them there.
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Every lesson, activity, assessment, and resource should be there for a reason. If a piece cannot justify itself, it does not make the cut.
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Technology can support the process and speed up parts of it. It never writes the final word. Nothing is used verbatim, and every decision about what belongs in front of a learner is made by a person with classroom experience.
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Drafts are reviewed by multiple sets of experienced eyes and revised against real classroom conditions: time, prep, varied readiness. Iteration does not stop at delivery. Once materials are in use, feedback from the field is what makes the next version better.
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No curriculum is perfect, because no two classrooms or learners are the same. Materials are built to flex, with Universal Design for Learning principles and differentiation strategies included from the start, so educators can adapt without rebuilding.
Let’s discuss your goals.
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