Principles of Learning for
Instructional Design
Implementing Principles
of Learning for Instructional
Design: Stories From Our
Classes
Part 2
What Do You Think?
1. In what ways did Andrea
provide learners with multiple
opportunities to practice
new skills?
2. In what ways did Andrea ground
the lesson content in learners’
concrete experiences?
3. What opportunities does Andrea
have to monitor the learners’
comprehension and provide immediate feedback?
4. What moment in the video do you think best exemplifies
Andrea’s effectiveness as a teacher? In what ways do you feel
that you demonstrate (or strive to demonstrate) the same
effectiveness?
Section 2
Principles of Learning for
Instructional Design
Helping Learners Acquire, Retain,
and Transfer New Knowledge and Skills
1.
2.
3.
4.
Choose the appropriate level of difficulty.
Present material in a clear and organized format.
Use multiple and varied examples and formats.
Space presentations of new material across
time.
5. Test on multiple occasions, preferably with
space between tests.
6. Ground concepts in concrete experiences.
Supporting Learners in Generating
Content and Reasoning
 Encourage learners to generate content.
 Encourage learners to generate explanations
and resolve contradictions.
 Encourage learners to construct ideas from
multiple points of view and different
perspectives.
Providing Feedback
 Accurate and timely feedback helps learning.
 Qualitative feedback is better for learning than
test scores and flagging errors.
Using Adaptive, Interactive Learning
Environments
Learning is enhanced by opportunities to practice
and use skills for a purpose.
How Learners Benefitted From
the Flyswatter Game…
Cognitively. Affectively. Socially.
Categories
 Helping Learners Acquire, Retain, and Transfer
New Knowledge and Skills
 Supporting Learners in Generating Content and
Reasoning
 Developing Metacognition and Self-Directed
Learning
 Providing Feedback
 Using Adaptive, Interactive Learning
Environments
Invitation To Check in
With Other Educators
Where appropriate, consider doing one or more of the following:
 Take this course with a peer and talk about what you are discovering as you
move through it together.
 Discuss questions with a colleague in your program (beginning teacher,
seasoned educator, program coordinator, etc.)
 Partner with a colleague in an Induction Program: The Teacher Effectiveness
landing page (http://lincs.ed.gov/programs/teachereffectiveness) and
Mentoring Guide provide detailed support for beginning teachers and mentors
moving through this course together.
 Select question(s) to discuss at a staff meeting to find out about related
instructional practices teachers in your program engage in.
 Reach out to other educators across the country through the course thread in
the Evidence-based Professional Development Community of Practice (CoP)
at http://lincs.ed.gov.
•
•
Discover what past course participants have said.
Connect with current CoP members.
Section 3
Application
Final Questions To Think About
1. Which principles do you feel confident that you
could implement?
2. Which principles do you seek support in
implementing?
3. What teaching opportunities do you have this
semester to work on strengthening your skill
set?
Invitation To Check in
With Other Educators
Where appropriate, consider doing one or more of the following:
 Take this course with a peer and talk about what you are discovering as you
move through it together.
 Discuss questions with a colleague in your program (beginning teacher,
seasoned educator, program coordinator, etc.)
 Partner with a colleague in an Induction Program: The Teacher Effectiveness
landing page (http://lincs.ed.gov/programs/teachereffectiveness) and
Mentoring Guide provide detailed support for beginning teachers and mentors
moving through this course together.
 Select question(s) to discuss at a staff meeting to find out about related
instructional practices that teachers in your program engage in.
 Reach out to other educators across the country through the course thread in
the Evidence-based Professional Development Community of Practice (CoP)
at http://lincs.ed.gov.
•
•
Discover what past course participants have said.
Connect with current CoP members.