Getting started with the ABC learning design method
With the ABC method you determine in a structured way each week which learning activities you want to integrate into your subject. We recommend that you go through the ABC method at least once with the support of a TLC colleague. Afterwards, participants often indicate that they like to experience this method with someone outside the team who monitors the process. In this way, you become familiar with the method and can then implement it independently, with immediate colleagues, using our materials.
Photo’s of design-sessions at FGw
Before you start with the ABC-method
Constructive alignment is a principle we use intensively while designing education. Because the ABC method focuses mainly on defining learning activities, it is useful to first scrutinize the learning objectives and test forms yourself (read more about backward design here). What do you really want students to learn in your subject and how do they show that they know and/or can do this? Read more about creating good learning objectives (NL) and testing here.
Step 1. Formulate clear, concrete and specific learning objectives. (NL)
Step 2. Design the summative test form(s) (and possibly assessment form(s))
Before you start with the ABC-method
Constructive alignment is a principle we use intensively while designing education. Because the ABC method focuses mainly on defining learning activities, it is useful to first scrutinize the learning objectives and test forms yourself (read more about backward design here) (FGw). What do you really want students to learn in your subject and how do they show that they know and/or can do this? Read more about creating good learning objectives (NL) and testing here.
Step 1. Formulate clear, concrete and specific learning objectives. (NL)
Step 2. Design the summative test form(s) (and possibly assessment form(s))
Before you start with the ABC-method
Constructive alignment is a principle we use intensively while designing education. Because the ABC method focuses mainly on defining learning activities, it is useful to first scrutinize the learning objectives and test forms yourself (read more about backward design here) (FGw). What do you really want students to learn in your subject and how do they show that they know and/or can do this? Read more about creating good learning objectives (NL) and testing here.
Step 1. Formulate clear, concrete and specific learning objectives. (NL)
Step 2. Design the summative test form(s) (and possibly assessment form(s))
Before you start with the ABC-method
Constructive alignment is a principle we use intensively while designing education. Because the ABC method focuses mainly on defining learning activities, it is useful to first scrutinize the learning objectives and test forms yourself (read more about backward design here) (FGw). What do you really want students to learn in your subject and how do they show that they know and/or can do this? Read more about creating good learning objectives (NL) and testing here.
Step 1. Formulate clear, concrete and specific learning objectives. (NL)
Step 2. Design the summative test form(s) (and possibly assessment form(s))
Before you start with the ABC-method
Constructive alignment is a principle we use intensively while designing education. Because the ABC method focuses mainly on defining learning activities, it is useful to first scrutinize the learning objectives and test forms yourself (read more about backward design here) (FGw). What do you really want students to learn in your subject and how do they show that they know and/or can do this? Read more about creating good learning objectives (NL) and testing here.
Step 1. Formulate clear, concrete and specific learning objectives. (NL)
Step 2. Design the summative test form(s) (and possibly assessment form(s))
Before you start with the ABC-method
Constructive alignment is a principle we use intensively while designing education. Because the ABC method focuses mainly on defining learning activities, it is useful to first scrutinize the learning objectives and test forms yourself (read more about backward design here) (FGw). What do you really want students to learn in your subject and how do they show that they know and/or can do this? Read more about creating good learning objectives (NL) and testing here.
Step 1. Formulate clear, concrete and specific learning objectives. (NL)
Step 2. Design the summative test form(s) (and possibly assessment form(s))
Getting started with ABC
Once you have completed steps 1 and 2, you can use the ABC method to look critically at the learning activities in your subject.
Step 3. Design the learning activities
We ourselves often adhere to the following steps:
- Formative checks.
- Map the current distribution of learning activities.
- Determine the types of learning activities.
- Devise appropriate forms of work (physical/digital).
- Check the times and form of assessment.
This image shows a piece of the storyboard you fill out during the session. Each post-it describes a specific learning activity.
3. 1. Formative checks
You have already determined the summative testing of your subject in the previous step. We recommend that you now start thinking about the formative assessment moments:
At what point(s) in the course should students and you see where they are in the learning process?
3. 2. Determine the types of learning activities
Next we look at the types of learning activities, according to the ABC method there are six types (based on the learning types of the conversational framework (Laurillard et al., 2018): knowledge gathering, discussion, collaboration, research, application, creating. The TLC has added formative and summative assessment to these. You can now select and tape up the types of learning activities per week that are relevant at that time:
- What do students do at home, in preparation for lecture?
- What do students do during lecture/work group/…?
- What do students do at home, for processing?
3. 3. Think of appropriate forms of work (physical/digital).
Now that you have determined which learning activities take place at which time, you can think about the specific work formats that fit the different learning activities. On the back of the cards with types of learning activities you will find different forms of work for inspiration. Do you want inspiration for more activities? Use the tool selector to see what tools are available within your faculty or check out this page with different databases for activating teaching methods.
3. 3. Think of appropriate forms of work (physical/digital).
Now that you have determined which learning activities take place at which time, you can think about the specific work formats that fit the different learning activities. On the back of the cards with types of learning activities you will find different forms of work for inspiration. Do you want inspiration for more activities? Use the tool selector to see what tools are available within your faculty or check out this page with different databases for activating teaching methods. (EB)
3. 3. Think of appropriate forms of work (physical/digital).
Now that you have determined which learning activities take place at which time, you can think about the specific work formats that fit the different learning activities. On the back of the cards with types of learning activities you will find different forms of work for inspiration. Do you want inspiration for more activities? Use the tool selector to see what tools are available within your faculty or check out this page with different databases for activating teaching methods. (EB)
3. 3. Think of appropriate forms of work (physical/digital).
Now that you have determined which learning activities take place at which time, you can think about the specific work formats that fit the different learning activities. On the back of the cards with types of learning activities you will find different forms of work for inspiration. Do you want inspiration for more activities? Use the tool selector to see what tools are available within your faculty or check out this page with different databases for activating teaching methods. (EB)
3. 3. Think of appropriate forms of work (physical/digital).
Now that you have determined which learning activities take place at which time, you can think about the specific work formats that fit the different learning activities. On the back of the cards with types of learning activities you will find different forms of work for inspiration. Do you want inspiration for more activities? Use the tool selector to see what tools are available within your faculty or check out this page with different databases for activating teaching methods. (EB)
3. 3. Think of appropriate forms of work (physical/digital).
Now that you have determined which learning activities take place at which time, you can think about the specific work formats that fit the different learning activities. On the back of the cards with types of learning activities you will find different forms of work for inspiration. Do you want inspiration for more activities? Use the tool selector to see what tools are available within your faculty or check out this page with different databases for activating teaching methods. (EB)
3. 4. Check the times and form(s) of assessment.
Before you started with the ABC design method, you already thought about the learning objectives and testing. Now we encourage you to take another critical look at those:
- Are the moments of formative assessment logical?
- Do these formative moments help students gain insight into their learning process relative to achieving the learning objectives?
- Do the learning activities match the different forms of assessment?
Attend workshop or materials?
Currently, the TLCs of FGw and FNWI are offering this design workshop.
Would you like to take it with the support of your TLC?
Or have you already attended the workshop once and would like to receive the materials? Then send us an email so we can mail you the materials.