Steps 1–4:
What do you want students to learn?

• Select the subject matter for the course.
• Translate the content into learning objectives.
• Select the activities and experiences students need to achieve the objectives.
• Prepare learning for all learning domains: cognitive, affective, or motor.
• List what students should know when they successfully complete the course.
• Sequence the learning goals by cognitive or intellectual levels, if appropriate.
• Determine the time needed for each learning segment.

• Select the subject matter for each lesson.
• Translate all content for each lesson into learning objectives.
• Select the activities and experiences students need to achieve the objectives.
• Determine the learning domain: cognitive, affective, or motor.
• If cognitive, determine the intellectual level of critical thinking: comprehension, application, or critical thinking.
• Sequence all objectives by cognitive or intellectual level.
• Determine the time needed for each learning objective.

• Design self-assessment tools so that students can determine their own level of mastery.
• Use a variety of assessment techniques: tests, quizzes, observation forms, oral questions, peer testing, demonstrations, small group presentations, product analyses, summaries, review questions, integrating questions.
• Match each assessment procedure to the same cognitive level of the learning objective that it is intended to measure.
• Test at the cognitive level you teach.
• Explain your grading criteria for the assessment.

• After activities and exercises, let students know how they did as soon as possible.
• Use nongraded self-tests whenever possible to give students immediate feedback.
• Use peer teaching, review, and critiquing for feedback.
• Develop your own system to critique your course: Provide formative feedback while the course is in progress and summary feedback when the course is completed.
• Tell students what skills are needed to solve a particular problem or perform a particular assignment successfully.
• Discuss problem-solving techniques for assignments and new activities.
   

Steps 5–7:
How will technology help achieve the learning outcomes you desire?

• Review all appropriate instructional strategies.
• Base chosen strategies on learning objectives and appropriate cognitive and intellectual levels.
• Where possible, link all learning objectives to prior learning and experiences.
• Construct handouts and brief lecture material to help students contextualize readings and activities. Use checklists where possible.
• Maximize student involvement through collaborative as well as individual activities.
• Develop questions in advance and match them to the cognitive level of learning objectives for which they are intended to provide practice.
• Ask students to develop questions for discussion.
• When you use small group projects, consider peer-review criteria for each student's contribution to the group in addition to a group grade alone.
• Change your teaching strategies from lesson to lesson to keep students interested in the interactions.

• Create or select exercises and activities that enable the student's practice for specific learning performance objectives.
• Guide practice for each new skill through exercises, personal comments, and peer reviewing.
• Respect the diversity of talents and learning styles of the students.
• Stress cooperation, mutual respect, and mutual support.
• When you use a small group activity, explain why it is used, why it is important, how to work in small groups, and the variety of roles that students play in the group.

• Select the learning objectives and the teaching/learning strategies for your activity.
• Determine the sequence of activities or experiences you wish your students to have or prepare your materials so that students can choose their own sequence.
• Review the available media to match your teaching strategy and the desired activities.
• Identify the media attributes needed by the instructional objectives or learning activities.
• Identify the student characteristics that suggest or preclude certain media.
• Identify characteristics of the learning environment that suggest or preclude certain media.
• Select appropriate media for presenting lessons and lectures and for students to participate in the learning activity or experience.
• To determine what technologies might work for your class, decide what kinds of interaction and activity you have in mind for the class to achieve your learning objectives. The following questions should be considered:
  • Is synchronous interaction between instructor and student required to achieve the task?
  • Is asynchronous interaction between instructor and student required to achieve the task?
  • Does the instructor need to observe the student performing an action?
  • Is the course based primarily on print-based materials?
  • Does the material change frequently?
  • Is special equipment or material required to teach the task?
  • Can the task be learned in a way other than direct performance of it?
  • Do students need extensive interaction with one another?
  • Do students need to collaborate with one another to produce something to perform the task?