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Amongst the common instructional strategies, there is usually one which is most suitable for the types learning outcomes and complexity of subject covered. Use the one which is most suitable to design the lesson and explain your rationale for using this in the portfolio. 

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Amongst the common instructional strategies, there is usually one which is most suitable for the types learning outcomes and complexity of subject covered. Use the one which is most suitable to design the lesson and explain your rationale for using this in the portfolio. 

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Should be fluid and not be tied into one particular strategy to achieve desired outcomes

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Should be fluid and not be tied into one particular strategy to achieve desired outcomes

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Choosing the correct instructional strategies to use, and taking note of its pitfalls

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Choosing the correct instructional strategies to use, and taking note of its pitfalls

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learn about being flexible with lesson design and combining instructional techniques where appropriate. eg CA and IS.

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Instructional  Strategy must be thoroughly carried through for the whole lesson. For example, if you have chosen IS, the 5 E's must be evident.

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Incorporate both formative and summative assessment in the lesson design. Formative assessment has to include both assessment for and as learning for specialist level.

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Incorporate both formative and summative assessment in the lesson design. Formative assessment has to include both assessment for and as learning for specialist level.

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Choice of strategy must be pegged to nature of lessons and LOs

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Choice of strategy must be pegged to nature of lessons and LOs

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intentionally designing elements for Assessment of Leaning & Assessment as learning into lessons. 

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intentionally designing elements for Assessment of Leaning & Assessment as learning into lessons. 

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Deliberate use of the various assessments in lesson delivery

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Deliberate use of the various assessments in lesson delivery

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How to consider implementing 1 or 2 of the strategies within a lesson would be good

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How to consider implementing 1 or 2 of the strategies within a lesson would be good

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Be sure to include both formative and summative assessment 

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Be sure to include both formative and summative assessment 

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Assessment OF Learning being more straight forward than FOR and AS Learning. Still "simmering" with the latter two!

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Assessment OF Learning being more straight forward than FOR and AS Learning. Still "simmering" with the latter two!

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Assessments must be deliberately and clearly built into the  design of the lesson

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Also clarified on the Design of Assessment - a little hard initially in exercise to grasp certain concepts (eg Assessment For and AS learning). how each example /tasks fits in. 

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Also clarified on the Design of Assessment - a little hard initially in exercise to grasp certain concepts (eg Assessment For and AS learning). how each example /tasks fits in. 

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Learned also from inserting reflection as a padlet activity using QR code etc, embedded into slides. No need to be long, but just a simple reflection (like what we are doing now!)

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A good refresher on the types of assessment and how they should be used.

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A good refresher on the types of assessment and how they should be used.

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Is it practical based? or information based etc.

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Good refresher, and also interesting way to focus on the key reasons to choose the various IS used.

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Good refresher, and also interesting way to focus on the key reasons to choose the various IS used.

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Have to ensure the instructional strategy fits the lesson/module content and LOs. For programming-related modules, the most suitable is probably CA.

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Have to ensure the instructional strategy fits the lesson/module content and LOs. For programming-related modules, the most suitable is probably CA.

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AFL and AAL Must be deliberately incorporated in the lesson.

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AFL and AAL Must be deliberately incorporated in the lesson.

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Needs to be appropriate or else we risk having learners who are unengaged. LOs might not be met effectively.

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Needs to be appropriate or else we risk having learners who are unengaged. LOs might not be met effectively.

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Have to be very circumspect in your choice of Instructional Strategy to ensure fully supports students learning.

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Have to be very circumspect in your choice of Instructional Strategy to ensure fully supports students learning.

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To include both "Assessment For Learning" and "Assessment As Learning" when crafting lessons. 

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To include both "Assessment For Learning" and "Assessment As Learning" when crafting lessons. 

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To deliberately incorporate activities inside for Assessment for learning (formative assessment)

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To deliberately incorporate activities inside for Assessment for learning (formative assessment)

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If too complex problems, IS should be suitable. For PS with various solutions, PBL should be more suitable

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If too complex problems, IS should be suitable. For PS with various solutions, PBL should be more suitable

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Need to deliberately demonstrate whether areas where there is assessment of/for/as learning.

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Need to deliberately demonstrate whether areas where there is assessment of/for/as learning.

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PBL can use to synergize with IS and CA to achieve a more holistic learning approach  

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PBL can use to synergize with IS and CA to achieve a more holistic learning approach  

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Ensure appropriate instructional strategies suitable for lesson objectives. CA is the choice for lessons that are technical, practical and hands-on in nature.

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Always plan from the learner's point of view!

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Always plan from the learner's point of view!

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Have a balance between knowledge and skills.

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Have a balance between knowledge and skills.

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Specific, concise learning outcomes. Be mindful of the ABCDs

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Specific, concise learning outcomes. Be mindful of the ABCDs

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Ensuring that time is sufficient for the activity if peer work is required

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Ensuring that time is sufficient for the activity if peer work is required

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ABCD method is good guide to structure the LOs. The most critical part of LO design is to pitch it to the suitable level and align with the module/courses outcomes.

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Create some stretch activities for better students.

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Be learner-centred, aligned to LOs and ensure sufficient time is given. 

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Be learner-centred, aligned to LOs and ensure sufficient time is given. 

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Not all LO must have ABCD- But need at least A and B

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Follow ABCD guidelines when crafting LOs

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Follow ABCD guidelines when crafting LOs

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Using of the appropriate instructional strategy based on the nature of the skill/knowledge covered

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Using of the appropriate instructional strategy based on the nature of the skill/knowledge covered

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plan what is manageable for the learners within the time frame. (James)

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plan what is manageable for the learners within the time frame. (James)

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write LO based on ABCD - very important! esp the condition and degree where applicable. to state Number (2 or 3 etc) - to be more specific! 

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write LO based on ABCD - very important! esp the condition and degree where applicable. to state Number (2 or 3 etc) - to be more specific! 

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Must be do-able by all if not most students and have learning value

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Must be do-able by all if not most students and have learning value

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Don't lose sight of LO's while designing lesson activities.

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Don't lose sight of LO's while designing lesson activities.

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Ensure students have enough time for self-reflection after the activity.

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Ensure students have enough time for self-reflection after the activity.

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Learning Outcomes need to be observable and measurable, achievable within lesson duration and a good balance between knowledge and skills.

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Learning Outcomes need to be observable and measurable, achievable within lesson duration and a good balance between knowledge and skills.

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Student-centered lesson outcome is most important!

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Student-centered lesson outcome is most important!

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Align with LO and plan from learner point of view.

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Align with LO and plan from learner point of view.

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Keep the LOs in mind and keep the time in mind too.

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Keep the LOs in mind and keep the time in mind too.

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Mindful that time duration is align to the activity required and student centric

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Mindful that time duration is align to the activity required and student centric

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Use ABCD to craft LOs which are observable and measurable. Degree (standard or criterion) may not be present in all LOs.

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Use ABCD to craft LOs which are observable and measurable. Degree (standard or criterion) may not be present in all LOs.

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Stretched activities are optional for the students to do. Not assigned to specific students

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Stretched activities are optional for the students to do. Not assigned to specific students

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Reference to "ABCDs of Lesson Outcome" to enable an observable and measurable outcome

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Reference to "ABCDs of Lesson Outcome" to enable an observable and measurable outcome

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To incorporate assessment for and as learning, as a form of formative assessment

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To incorporate assessment for and as learning, as a form of formative assessment

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do not plan activities for sake of activities (fun fun, student engagement only), but to be mindful of meeting the LOs and attainment of knowledge. 

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do not plan activities for sake of activities (fun fun, student engagement only), but to be mindful of meeting the LOs and attainment of knowledge. 

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A - audience
B - behaviour
C - condition
D - degree
and behaviour should be stand alone statement

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ABCs should be present at all times in LOs, but the degree of it may not be needed in all LOs? (James). ABCDs must be observable and measureable. 

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ABCs should be present at all times in LOs, but the degree of it may not be needed in all LOs? (James). ABCDs must be observable and measureable. 

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AFL and AAL to be incorporated into lessons. And to be mindful of the differences.

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AFL and AAL to be incorporated into lessons. And to be mindful of the differences.

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Including conditions to better scope the LO e.g. using industry standards.

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Including conditions to better scope the LO e.g. using industry standards.

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And realistic...

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Lesson Activities should be engaging, but tagged closely to LOs. They should also encourage collaboration with other students and always be planned from the learner's point of view.

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Lesson Activities should be engaging, but tagged closely to LOs. They should also encourage collaboration with other students and always be planned from the learner's point of view.

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Lesson activities should be connected to learning outcomes

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Learning outcomes must be measurables

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ABCD is a good guide and combine with blooms, brings clarity to crafting the lessons

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ABCD is a good guide and combine with blooms, brings clarity to crafting the lessons

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Design activities from the learner's perspective, to maintain engagement levels

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Design activities from the learner's perspective, to maintain engagement levels

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ABCD  is  a good guide to follow

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LOs need to be observable and measurable, in order to assess attainment level

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LOs need to be observable and measurable, in order to assess attainment level

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Lesson activities should engage all learners and to allocate reasonable time for them

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Lesson activities should engage all learners and to allocate reasonable time for them

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LO should be set at the right level and they should be observable and measurable

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LO should be set at the right level and they should be observable and measurable