How do you make sure that a learning activity reaches the intended learning outcome?

Instruction

• That students know what to do
  
• That students can see the point of the activity
  

Preparation

• That the activity is based upon something that students have prepared from home
  
• That the activity does not make individual preparation redundant
  

Activity

• That as many students as possible take part in the learning activity
  
• That students get to actively use their knowledge
  
• That students have the opportunity to express themselves
  
• That students are challenged to justify their answers
  

Feedback

• That students get feedback on their work/learning progres
  
• That the teacher gets feedback on student levels - what they did and did not understand
• That misunderstandings and mistakes are found and corrected
  

Involvement

• That students feel that it is legitimate to take part in the academic discussion
• That it feels OK to ask questions and speak up
  
• That students are engaged and take part in the learning environment
  

Metacognition

• That students discover what they know
  
• That it is clear to students what they have to explore further

Figur 9. Kvalitetskriterier for læringsaktiviteter. Kim Jesper Hermann og Anna Bager-Elsborg "Effektiv Holdundervisning - en håndbog for nye undervisere på universitetsniveau", 1. udgave, 2014