Choose what learners will do.
Translate a broad capability into a specific activity, decision and observable attempt.
Educator learning clinicA learning-design clinic.
A learning-design clinic.
For educators.
Work on an actual teaching situation. Design one worthwhile activity, plan participation and feedback, and identify where the learning can be used again.
Discuss an educator brief
- Audience
- Educators and school teams
- Starting point
- One teaching situation
- Scope
- Duration agreed with the school
- Readiness
- In preparation
Relevant facilitation expertise, audience and the intended outputs are agreed before the clinic is confirmed.
A scoped educator clinic · In preparationBring a teaching
Bring a teaching
challenge.
Agree a capability and age context. Develop an activity, participation options and a way to notice the learning, with a facilitator whose expertise fits the school brief.
Help the next attempt.
Plan questions, participation options and specific feedback that can be used immediately.
Connect to everyday learning.
Agree a follow-up prompt and an honest way to review what the activity can show.
The intended outputsLeave with a design
Leave with a design
you can discuss.
A scoped clinic connects the activity, the learner’s thinking and the next teaching decision.
An activity brief.
Name the age context, a specific learner action and a task that requires it. For example: explain one reason, then check a partner’s view before the group decides.
A plan for different contributions.
Decide where thinking time, writing, visual prompts or a quieter first rehearsal would help learners participate meaningfully.
An observation and follow-through prompt.
Record what the learner did and the support used. Choose when the learner can use the feedback and one everyday classroom opportunity to try again.
Future developmentAI with visible
Discuss an educator brief AI with visible
student thinking.
A separate AI learning-design clinic is a development direction. The intended task is to redesign one activity so that tool use still leaves evidence of the learner’s judgement. Relevant classroom and AI expertise must be established before it is offered.