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.

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