State the intended learning
Begin by describing what a participant should be able to understand, explain or do after the activity. Use words that help an educator and learner recognise the intended result.
Choose an activity for a reason
An activity should create an opportunity to work towards that result. If the aim is to compare approaches, participants need material to compare and a way to explain their reasoning. If the aim is to practise a skill, they need an opportunity to try it and receive feedback.
Make expectations visible
Explain what participants are being asked to produce or demonstrate. A short example or a few clear criteria can help people understand the task. Allow questions about the process before interpreting the outcome.
Use feedback as information
Feedback can identify what is working, where understanding is incomplete and what can be attempted next. Consider whether it arrives at a point when the learner can use it.
Review the whole sequence
After a session, examine the connection between the intended outcome, the activity and the evidence of learning. Note what participants found unclear and what the educator would change.
A planning checklist
- What is the learning intention?
- What opportunity does the activity provide?
- What will participants produce or demonstrate?
- What feedback can help them move forward?
- What will be reviewed after the session?