Characteristics for effective learning design

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...

  • Digg
  • StumbleUpon
  • Reddit
  • RSS


Post a Comment

Thank You So Much and More Power!

Like to visit my other sites:
Pink Go Green
MAPEH homepage

Thank you for visiting! Please come again....

This policy is valid from 20 December 2007 This blog is a personal blog written and edited by me. For questions about this blog, please contact This blog accepts forms of cash advertising, sponsorship, paid insertions or other forms of compensation. The compensation received may influence the advertising content, topics or posts made in this blog. That content, advertising space or post may not always be identified as paid or sponsored content. The owner(s) of this blog is compensated to provide opinion on products, services, websites and various other topics. Even though the owner(s) of this blog receives compensation for our posts or advertisements, we always give our honest opinions, findings, beliefs, or experiences on those topics or products. The views and opinions expressed on this blog are purely the bloggers' own. Any product claim, statistic, quote or other representation about a product or service should be verified with the manufacturer, provider or party in question. This blog does not contain any content which might present a conflict of interest.
Related Posts with Thumbnails