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StaffRobert HeinyTIPSheet 2: Checklist to Increase Learner Competence

TIPSheet 2: Checklist to Increase Learner Competence


TIPSheet 2: Checklist to Increase Learner Competence

This New Era School Initiative (NESI) Teacher Input Program System (TIPS) checklist identifies five ways to increase learner competence promptly.

Jessica Stillman offers ways managers breed incompetence in businesses. They appear consistent with laments teachers voice in blogs about school administrators.

I’ve adapted Stillman’s list according to NESI principles for accelerating learning rates through each lesson. This adaptation gives priority to building learner competence, an apparent inference drawn from Stillman’s list.

1. Instructional failure is not an option. Accept this principle. If a student does not meet learning criterion, then the teacher did not plan and offer the lesson adequately.

2. Use a learners’ view to plan instruction. Learners try to answer two generic questions through each lesson: What do you want me to do? and What will it cost me (in time, effort, etc.)? Plan each lesson to answer these questions promptly and directly at the start of each lesson. Build the lesson to amplify these answers.

3. Count something in every lesson. If a teacher does not know what else to count, set the stop watch on the teacher’s Tablet PC and monitor the number of seconds from start of the lesson until all students reach learning criterion for that lesson. Write start and stop times on a pencil and paper chart, when electronics are not used.

4. Plan more learning into every lesson. For teachers, lesson planning requires more thought than lesson presentation to accomplish this. NESI TIPSheets help make lesson planning more effective.

5. Expect more and measure more. People respond to what teachers measure. If a teacher wants more learning, then plan for more, expect students to perform more, and measure each performance more directly.


Stillman, J. (2009). Five Ways Managers Breed Incompetence

New Era School Initiative (NESI): Doynit on School Reform

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NESI TIPSheet 1: Learning Centered Lesson Plans Checklist

New Era School Initiative (NESI) Conversation 4: Doynit on Learning Risks

Posted by The Tablet PC In Education Blog, April 16, 2009, 9:25 AM. (Retrieved May 8, 2009, 6:04 PM.) http://www.robertheiny.com/2009/04/nesi-ways-to-increase-learner.html


This checklist guides development of lesson plans that use available real behavioral science features.

This checklist about learning centered lesson plans drills down to essential steps learners use to adopt behavior patterns offered in each lesson.

TIPSheet 1.1: First, center on learning processes, next on content, and then on instruction.

Introduction: In a decisive school like NESI-CS, teachers use this list to insure that they fix attention on learning centered lessons.

Theoretical and heuristic ways exist to generalize to more complex instructional practices from the specific necessary items in this list.

Instructions: Follow these steps to reduce student trial-and-error during attempts to identify and adopt behavior patterns targeted by this lesson.

Instructional Principle: Instructional failure is not an option.

Learners’ View: Answer my generic questions: What do you want me to do? How much time, effort, etc., will it cost me? What do I get for this cost?

Learning Principle: Learning content occurs in one step between what a learner knows and adoption of a new behavior pattern. Trial-and-error by learners to find this step consumes the rest of lesson time. (Teachers: Think backward learning chain.)


Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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