Robert Heiny submitted a new blog post:
STOP RISKS
A Learners' View (ALV) Is Of Choices On The Shortest And Fastest Path To Learning, The Oxygen Of Social Life.
BEFORE YOU START TEACHING A LESSON, S.T.O.P. R.I.S.K.S. of Failure to Learn. Preview your likely success. Use your best estimates.
Safety: Is this a 1.0 lesson? If not, what proportion of students will meet lesson criterion for completing it successfully? Did you check data sources beyond your experience to determine the likelihood of your lesson allowing all learners to meet criterion for successful completion of this lesson?
Tools: Do you have all of the tools available to you that you plan to use ready to use during this lesson?
Organize: Does your lesson plan use the Triple-Helix of Learning to organize instruction, so others may assess your teaching as efficient?
Process: Did you prepare a Plan A, a Plan B, and a Plan C for each of the critical parts of the lesson?
Rate: Did you rate the likelihood of the success of your lesson or leave the risk of learners failing to learn up to chance?
Indifference Curve: Did you rank from 0 (No Acceptance) to 10 (Full acceptance) what you expect as learner acceptance of each component of this lesson?
Security: What level of confidence from 0.0 (No Confidence) to 1.0 (Confident) do you have that all learners will meet criterion for this lesson?
Kismet: Did you rank from 1.0 (Completely) to 0.0 (Not at all) how much you plan to leave to chance for learners to meet the criterion for learning this lesson?
Satisfaction: Did you rank from 1.0 (Completely satisfied) to 0.0 (Completely dissatisfied) how satisfied are you with this lesson?
Related Reading
Related Resources
Footnote: This list is an adaptation and expansion of an employee guide on a company wall poster in a Safelite AutoGlass shop, May 1, 2013.
Continue reading the Original Blog Post
STOP RISKS
A Learners' View (ALV) Is Of Choices On The Shortest And Fastest Path To Learning, The Oxygen Of Social Life.
BEFORE YOU START TEACHING A LESSON, S.T.O.P. R.I.S.K.S. of Failure to Learn. Preview your likely success. Use your best estimates.
Safety: Is this a 1.0 lesson? If not, what proportion of students will meet lesson criterion for completing it successfully? Did you check data sources beyond your experience to determine the likelihood of your lesson allowing all learners to meet criterion for successful completion of this lesson?
Tools: Do you have all of the tools available to you that you plan to use ready to use during this lesson?
Organize: Does your lesson plan use the Triple-Helix of Learning to organize instruction, so others may assess your teaching as efficient?
Process: Did you prepare a Plan A, a Plan B, and a Plan C for each of the critical parts of the lesson?
Rate: Did you rate the likelihood of the success of your lesson or leave the risk of learners failing to learn up to chance?
Indifference Curve: Did you rank from 0 (No Acceptance) to 10 (Full acceptance) what you expect as learner acceptance of each component of this lesson?
Security: What level of confidence from 0.0 (No Confidence) to 1.0 (Confident) do you have that all learners will meet criterion for this lesson?
Kismet: Did you rank from 1.0 (Completely) to 0.0 (Not at all) how much you plan to leave to chance for learners to meet the criterion for learning this lesson?
Satisfaction: Did you rank from 1.0 (Completely satisfied) to 0.0 (Completely dissatisfied) how satisfied are you with this lesson?
Related Reading
- 1.0 Lesson
- Effectiveness, Efficiency, and Risks of Failure of Lessons by Types
- Nest Conversation 4 Doynit on Learning Risks
- NESI Conversation 5: Learning Risks
- Rationed Learning
- Risk
- Risk Analysis of Learning Failure
- Risk Oversight and Management
- Teachers as Risk Managers
- Triple-Helix of Learning
Related Resources
- Indifference Curves (video)
Footnote: This list is an adaptation and expansion of an employee guide on a company wall poster in a Safelite AutoGlass shop, May 1, 2013.
Continue reading the Original Blog Post
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