Guides

1. FORM A DESIGN TEAM

Brainstorm your own personal characteristics. Share insights about yourself by introducing yourself as if for the first time, emphasising ‘why’ you teach. Use the Nine Types of Teachers as shorthand for deeper understanding and empathy.

2. IDENTIFY THE LEARNERS 

Brainstorm or empathy map a number of learners and parents. Share insights about the type of learner and parent you want to design learning for.  Use the Nine Types of Students as shorthand for deeper understanding and empathy. 

3. ARTICULATE YOUR VISION FOR LEARNING 

Brainstorm what matters most in your learning design. From the team-sourced ideas, create a vision statement for your design. More than anything else, what is it that you are trying to achieve from this learning journey?

4. DEFINE WHAT YOU VALUE AS A TEAM 

Based on the unique characteristics of your design team and the vision you have crafted for learning, brainstorm a list of things you value in the process of learning design. How is it that you will go about the learning design? 

5. CREATE AN AGREEMENT 

Based on your vision, values and the uniqueness of your design team, create a shared agreement as to what you will do to ensure the learning design gets implemented effectively. What will you do to achieve the vision for learning?

1. DEFINE THE BIG-PICTURE OF THE NARRATIVE

Place the Big Idea card, followed by the Mountain Top and the Entry Event on the Story-board. Define the Big Idea, then Mountain Top and then Entry Event.   

2. MAP OUT HOW YOU WILL SITUATE STUDENTS

Place the Formative Evaluation card on the Story-board. Outline how you will situate students – competency (knowledge and skills), character (strengths) and calling (story).

3. SELECT COMMUNITY BUILDING TOOLS

Place the Community Building card on the Storyboard. Select what Community Building tools you will use to create a sense of belonging and connection for students.

4. SELECT CHARACTER & COMPETENCY CARDS

Select a range of character and competency cards or tools you can utilise to help students find a path through their learning. Put them on the Story Board.

5. SELECT FEEDBACK CHECK-INS

Select the number of feedback check-ins required and connect them to Deep-Dives or elements of the personalisation or transformation journey. Define the Feedback Check-Ins.

6. DEFINE THE SUMMATIVE EVALUATION

Place the Summative Evaluation card on the Story-board. Articulate how you will evaluate the overall growth each student has achieved through the learning process. 

7. SHARE INDIVIDUAL AND COLLECTIVE STORIES

A key part of ensuring new stories emerge at the end of the learning journey is to design ways they can be captured and shared. How will students share their story? And how will the story of the community be shared?

8. PROTOTYPE EACH LEARNER TYPE THROUGH LEARNING DESIGN

Select different Types of Learners and take them through the learning journey you have designed on the Story Board. Will every type of students be given the best opportunity to learn and grow optimally and holistically? What changes could you make? 

1. ALLOCATE STORY ELEMENTS TO PLACE

Draw arrows that connect each of the 8 story elements to either the Classroom, Online or Offline places.

2. SKETCH A CLASSROOM LAYOUT PLAN

Sketch an initial layout of the classroom that will best facilitate the learning story developed on The Story-board.

3. FIND CONNECTIONS NINE TYPES AND THE CLASSROOM LAYOUT

Create connections between the Nine Types of learners and the classroom layout design.  Does each type of student have access to an environment that will enable them to learn optimally? 

4. FIND CONNECTIONS BETWEEN THE NINE TYPES AND STORY ELEMENTS

Analyse the allocation of story elements to different places. Are the places created for each part of the learning journey optimally designed and tailored to each type of learning experience you have designed? And each of the Nine Types?

5. MOVE THE PLACE PIECES AROUND THE BOARD

Based on your reflections on how the Nine Types and story elements connect to the place design, move the different pieces around to see if you can find better ways to effectively use the different elements of the learning environments.

6. PLAN FOR LIVE SHIFTS IN THE ENVIRONMENT

Create a plan for how you will evaluate how effective the Classroom, Online and Offline places are for facilitating the learning journey as the unit progresses. What possible shifts could you make if you discover things aren’t working?

7. BUILD ROUTINES TO SUPPORT THE PLACE

In each quadrant on the Place-board, articulate some routines and expectations that will help to ensure each place is used effectively for learning. 

8. INVOLVE STUDENTS IN THE DESIGN OF LEARNING ENVIRONMENTS

Plan for ways you will get feedback and input from students into the design of the places of learning.

CREATE SPACE FOR COMMUNITY 

IDENTIFY TEACHING AND LEARNING TYPES

Consider how your teaching type will impact upon the different learning types in your community. Put your type in the centre and draw a range of lines and symbols representing the different positive and negatives. 

CO-DESIGN THE VISION AND ENVIRONMENT FOR LEARNING

Invite learners to co-design and iterate the vision and environment for learning.  Use a range of community building tools to cultivate relationship, trust and empathy. Co-design a learning vision and environment charter.

CREATE SPACE FOR COLLABORATION

DEFINE FEEDBACK CHECK-INS

Consider the Nine Types of Students and define different ways check-ins and feedback can be given. Write multiple ideas for different types around the edges of the web.

DEFINE GROUP DYNAMICS

Define collaborative groups and guru interactions based on the Nine Types of Students. Write a range of collaborative group and guru ideas around the edges of the web. 

CREATE SPACE FOR STRUGGLE AND GROWTH

SAFEGUARD THE COMMUNITY CULTURE

Be diligent in holding students accountable to their learning vision and environment charter. Map how you will use restorative and transformation tools to maintain the culture.

CREATE THE EXPECTATION OF CHALLENGE AND GROWTH

Utilise personalisation and transformation tools to continue to encourage students to walk to the edge. Select a range of tools that will optimally challenge each type of student.

CREATE SPACE FOR CELEBRATION

CELEBRATE STRUGGLE AND GROWTH

As each student gets to the learning edge, identify ways in which students can identify the ways they have struggled and grown through the learning journey. 

SHARE INDIVIDUAL AND COLLECTIVE STORIES

Empower students to share their story in a way that is accessible and authentic to them. Invite input from the learning community to tell the collective story. Define how these stories will be shared and who they will be shared with.