When people picture instructional design, they rarely imagine a Grade 3 classroom. Our latest Insights article makes the case that they should. Drawing on more than fifteen years of elementary teaching in Canada, it explores how designing without a set textbook, for a room full of very different learners, builds a kind of design fluency that reaches well beyond young children. It is a look at where our approach to learning design comes from, and why that grounding shapes the work we do with EdTech companies, publishers, curriculum developers, and schools. We hope you will take a look.