Step‑by‑step routine to build a competency sequence

1. Define the competence precisely
   • Phrase as performance: “Students can…” (e.g., “design and run a fair experiment to test a hypothesis and interpret results”).
2. Break it into sub‑competences and micro‑skills
   • What knowledge, skills, attitudes are required? (e.g., ask testable questions, measure variables, control confounds, record data, analyze evidence, communicate findings)
3. Map a logical progression (novice → expert)
   • Early: recognition, simple procedures, concrete practice
   • Middle: integrating multiple aspects, comparing/contrasting, explaining relationships
   • Later: hypothetical/abstract reasoning, generalizing, transferring
   • Use SOLO or similar taxonomy to label stages (unistructural → multistructural → relational → extended abstract).
4. Choose authentic tasks for each stage
   • Stage tasks should be feasible but slightly challenging (zone of proximal development).
5. Design learning activities that match cognitive demands
   • Concrete phase: hands-on labs, demos, guided observations
   • Reflection phase: structured discussion, concept maps, reflective journals
   • Conceptual phase: models, classification, cause–effect chains
   • Transfer phase: independent projects, cross‑context problems, debates
6. Create assessment evidence and rubrics aligned to each stage
   • Define observable indicators for mastery at each level.
7. Schedule formative checks and time for deep processing
   • Build pauses for reflection, peer critique, revision.
8. Plan scaffolds and branching remediation
   • If diagnostic shows gaps, route students through targeted mini-lessons or extra practice before moving on.
9. Iterate based on evidence
   • Use student work, assessment data, and observations to refine sequence.

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