Common characteristics for effective learning design:
1. Expectations. The best learning designs
- Provide clear learning goals and transparent expectations.
- Cast learning goals in terms of specifi c and meaningful performance
- Frame the work around genuine issues/questions/problems
- Show models or exemplars of expected performance and thinking.
2. Instruction. In the best learning designs
- The teacher serves as a facilitator/coach to support and guide learner inquiry.
- Targeted instruction and relevant resources are provided to equip students for expected performance.
- The textbook serves as one resource among many (i.e., text is resource, not syllabus).
- The teacher uncovers important ideas and processes by exploring essential questions and genuine applications of knowledge and skills.
3. Learning Activities. In the best learning designs
- Individual differences (e.g., learning styles, skill levels, interests) are accommodated through a variety of activities and methods.
- There is variety in work and methods; and students have some choice (e.g., opportunities for both group and individual work).
- Learning is active/experiential to help students make sense of complex content.
- Cycles of model-try-feedback-refi ne anchor the learning.
4. Assessment. In the best learning designs
- There is no mystery as to performance goals or standards.
- Diagnostic assessments check for prior knowledge, skill level, and misconceptions.Students demonstrate their understanding through real-world applications (i.e., genuine use of knowledge and skills, tangible product, target audience).
- Assessment methods are matched to achievement targets.
- Ongoing, timely, and descriptive feedback is provided.
- Learners have opportunities for trial and error, refl ection, and revision.
- Self-assessment is expected and encouraged.
5. Sequence and Coherence. The best learning designs.
- Start with a hook and immerse the learner in a genuine problem/issue/ challenge.
- Move back and forth from whole to part, with increasing complexity.
- Scaffold learning in doable increments.
- Teach as needed; don’t overteach all of the “basics” fi rst.
- Revisit ideas—have learners rethink and revise earlier ideas or work.
- Are flexible (e.g., respond to student needs; are revised to achieve goals.
Thank you for reading and commenting...