Learning Design Part 3

Click on the diagram to enlarge.


The information below is taken from the Leaders Resource – Getting Started developed by the Teaching and Learning Services team DECD.


This is my third post on Learning Design. The first part of Learning Design is about What is the intended learning and why is it important? This requires teachers to have a good understanding of the content and aims of the curriculum they are required to use (the Australian Curriculum or SACSA). I won’t talk about this in this post as we are having these discussions about the Australian Curriculum while all staff should be very familiar with SACSA.

The second part of Learning Design is about What knowledge do students bring to their learning? How do we find out where students are at and what do we do if students are not where we think they should be? Do we push on? Or do we stop and make sure students understand? Below are a few ways in which we can test prior knowledge.

Ways to find out what students know:

Physical representations – In groups imagine being a (insert topic/idea/concept here). How can your group physically show this. Make a model.

Visual representations – Draw one or more (insert concept/idea here).

Analogy prompt – The (insert concept here)  are/is like ……………….. because ………………..

Traffic lights – (Insert statement based on concept here) AGREE (green), DISAGREE (red), NOT SURE (orange)

ABCD cards to check out misconceptions – example  –  When water freezes there is a decrease in (a) temperature (b) state (c) volume (d) substance. I think that the answer is…………. I think that because…………………………….. I figured this out by……………………..

Written tests

Questioning – individually or as a group

Group discussion – will allow teachers to get a feel for where the group is at, not necessarily individual students.

Using Activote devices with Promethean IWB’s

Use small whiteboards one per student (A4 size) – ask questions and have students write down answers and hold them up. Gives the teacher a chance to get an overview of student knowledge instantly.


View this short video of Dr. Thelma Perso talking about the importance of finding out what students already know and how this might inform the next step in your teaching.

Dr. Thelma Perso


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