1. What do you want students to learn with this lesson? What new vocabulary will you introduce for them to learn? Which of the five generic “What …” questions on the ALV Path will you pose for answering? Which active ingredients of learning (AIL) will you use when you introduce and describe that vocabulary? When during the lesson will you use AILs?
2. What will you do, so learners will learn it? What principles of learning will you apply? How will you show learners a way to answer the generic question posed for this lesson? How many seconds do you plan for this lesson to consume? Might you offer a more efficient lesson instead?
3. How will you know they learned it? What will you see or hear learners do so you verify they are using the ALV Path during the lesson?
4. What evidence will you record that they learned it? What product or other assessment result will you accept and record?
5. What difference does learning this lesson make? Where does this lesson fit into the curriculum and state required minimum academic performance assessment? What practical difference do learners see it makes for them?
Published August 7, 2013 Written by Robert Heiny