Designer Perspectives

Optimize individual choice and autonomy

• Is the learning goal skills-based?  If so what options are you providing choices of content. 

• Is the learning goal content-based? If so, what options are there for students to demonstrate their learning?

• What are the different ways for students to communicate and process information?

Optimize relevance, value, and authenticity

• How is the lesson connected to the student's everyday life, culture, or social situation?

• Where can students see this content in the world?

• How is the product novel and authentic?

Minimize threats and distractions

• What options have you built in to minimize anxiety about new learning or skills?

• How might a student be thrown off balance by this lesson?  What options do you have to minimize that?

• What have you designed to ensure all students are valued and known?

Designer Perspectives

Heighten Salience of Goals and Objectives

• How is the goal clearly articulated?

• How will you assess a learner’s achievement of that goal?

• Where can students set their own goals?

Vary demands and resources to optimize challenge

• What different scaffolds (checklists, graphic organizers) have you provided in the environment?

• What different resources have you provided?

Foster Collaboration and Community

• What have you designed for students to feel a part of the learning community?

• How have you explicitly taught collaboration?

• How do you assess student collaboration skills?

• What norms does your classroom have for collaboration?

• What are the student roles for collaboration?

• What routines do you have for collaboration?

Increase Mastery-Oriented Feedback

• What opportunities are there for students to seek feedback?

• How are students expected to incorporate feedback?

• What mechanism is there for students to receive feedback on growth and improvement?

• How do you communicate beliefs and high standards in your feedback?

Designer Perspectives

Promote Expectations and Beliefs that Optimize Motivation

• What is designed to communicate belief in a student’s ability?

• What is designed to track and communicate student growth?

Facilitate Personal Coping Skills and Strategies

• What coping strategies do I teach students?

• What options are available in the environment for students to self-regulate?

• What is available for students to self-assess their emotional state?

• How are students involved in the design of the environment?

Develop Self-Assessment and Reflection

• What is designed for students to self-assess and reflect before learning? 

• What is designed for self-assessment and reflection during learning?

• What is designed for self-assessment and reflection after learning?

• How are you helping students make purposeful learning choices?