Clear of Distractions – supports ability to present information in an organized way to better assimilate or accomodate into student schemas/models

The instructor uses an activity to garner student attention prior to or at the start of the lesson

Different tools are used to present information in an organzied manner, such as with advanced organizers like cognitive maps, and visuals like infographics and charts

Expectations of learning activities and information structure are made known to students prior to the start of the lesson, such as through learning objectives presented at the start of the lesson and rubrics to help guide expectations of student learning

Signals are utilized to help students focus on important information, whether prior knowledge or new knowledge, that might be included in assessments

The instructor activates and gauges the prior knowledge of students through activities such as questions about the previous material covered in the class and the background knowledge of the students

The instructor presents content and guides learning in a way that facilitates the assimilation of knowledge or accomodation of it, i.e. in a way that helps relate new information to the learner's current schema (prior knowledge), modify a learner's current schema to fit the new information, or create a new schema for the learner to place this information into

The instructor presents content, relates content, and assesses learning in a manner that facilitates a connection to prior knowledge and existing schema within the learner, such as through activities like projects

Tasks that require rote memorization are avoided when possible, if not altogether. Instances where rote memorization - such as with multiplication - may be necessary, but activities that move beyond rote memorization to promote deeper learning should be enforced

Learners are given the opportunity to verbalize, rehearse, repeat, review, and enact new information within instructional activities, such as through individual homework, written activities, hands-on activities to allow behavior to infer cognitive processes, and interaction with peer groups

Learners receive detailed feedback of their work with comments on what they did correctly and what needs improvement

Assessments assist students in identifying their competencies and weaknesses concerning the new information and topics presented in class

Tasks and assignments are authentic and familiar to students at their current prior knowledge level, capability, and age

Tasks and assignments are challenging but possible for the students to complete either on their own or with the guidance of another person

Scaffolding and other forms of guidance, like leading questions, are used to promote learning within the student's zone of proximal development

Tasks and content have relevance to "real-life" applications outside of the classroom and in future topics

The instructor provides opportunities for learners to apply new information and content from class to their personal experience through the activities the instructor designs