Core design principles (what to keep in mind)

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Start from what learners already know
- Diagnostic check first. If new material can’t attach to prior knowledge, assimilation won’t happen.
Sequence by cognitive demand, not only by content
- Concrete experiences → guided reflection → conceptualization → application in novel contexts.
Chunk for deep processing
- Smaller units let students go deep; avoid overly broad “units” that force superficial learning.
Scaffolding is essential
- Gradually reduce support as students demonstrate competence. Use peers (Vygotsky), teacher modeling, worked examples.
Build for transfer
- Include tasks that require application in new situations so learning generalizes.
Use formative checkpoints and clear success criteria
- Frequent feedback and metacognitive prompts help students regulate learning.
Respect developmental constraints but test them
- Piaget’s ages are indicative: experience and rich tasks can enable higher-level thinking earlier. Design flexibly.
Offer multiple modes and routes
- Different learners (Kolb, learning styles) benefit from concrete labs, reflection, conceptual mapping, and practice testing.

Top Teacher Theory 1: W