Designing for adult

Age · 18 and over, including university students · All situations

152 rows from 138 pages say what to change when the brief's age is adult; 59 of them cite a claim. Pages whose rows cite claims come first. Read the basis before relying on a row: many carry a claim to learners or settings it did not test, and say so.

Instructor Accessibility

Principle

If the brief says…	Then change…	Basis
online-instructor-led, asynchronous, adult learners working or caring	Make the forum and private message the main routes with a published reply window of one working day; put live slots outside working hours and record them; accept questions as text or a short voice note	Creating community and interacting with students online required deliberate, planned effort unlike spontaneous face-to-face co-presence [+W] (interviews with web-based high-school teachers; carried to adult courses); the channel choices are untested
Adults in work settings (workplace training, clinical placement, supervision) (from the wording)	Name the person to ask on each shift or project and a back-up; agree an escalation route for urgent questions and a slower one for learning questions; schedule short regular meetings rather than relying on ad hoc asking	Tutors and trainee researchers most value supportive attitude, mastery of the research field, and accessibility in a research project supervisor [+W] (online doctoral supervision; what people value, not an effect); the arrangement is untested

Personalization

Principle

If the brief says…	Then change…	Basis
Learners are young children (child), or adult	Child: two options at most, chosen by the teacher from what the child said; personalize contexts more than paths; in kindergarten, expect a small gain from AI-driven personalized practice and do not let it replace the teacher's tailoring. Adult: ask what they already do and want; expect a wider spread of experience, and offer more paths and more choice	Adult: Adult learner groups are more heterogeneous than child groups, calling for individualized instruction and varied learning strategies [+W] (essay, no data). Child: School level significantly moderates effects: AI-enabled personalized STEM education is more effective in junior and senior high school than in kindergarten [~M] (a subgroup comparison across RCTs in one meta-analysis: kindergarten g = 0.118 against 0.42–0.53 from elementary to senior high; between studies, not a test within one); the number of options is untested
Adults in work settings (from the wording)	Use tasks and cases from each learner's own job as the contexts; let them choose which competencies to work on first after a diagnostic, since not all need the same ones	Not all students would benefit from improving the same competencies, suggesting an individualized approach to education may be preferable to a one-size-fits-all approach [~W] (an issue brief's analysis of students' competencies and later outcomes; carried to adults in work); contexts: untested

Social Presence

Principle

If the brief says…	Then change…	Basis
online-instructor-led, asynchronous, text-only, adult learners who work or care for others	Run the full default: course-tied introductions with two named replies, weekly named announcements, small stable groups, a reply frame, one optional live meeting a fortnight at a time outside working hours, recorded	Online community required deliberate, planned effort [+W] (interviews with web-based high-school teachers; carried to adult courses); the steps are untested
Adults in work settings or professional programmes (an MBA, clinical or workplace training) (from the wording)	Make introductions professional: role, expertise, a problem from their work they want help with; group learners so their expertise complements; let them judge peers by what they offer, and build peer review of work on that	Peer monitoring among MBA learners goes beyond CoI social presence by involving professionally relevant evaluation of peers' contributions [~W] (interviews with six MBA students)

Adopt humanistic and radical approaches so adult learners develop as individuals and can question social injustice

Principle

If the brief says…	Then change…	Basis
Learners are adult in a voluntary community or adult-education course	Run the default as written; take the opening list of learners' own questions as the source of later sessions' topics	One adult educator's first-person reflection reports that facilitated class discussions left her feeling empowered as an individual contributor [+W] (one author's reflection on her own adult classes)
Adults in a work setting (workplace-clinical), or a mandatory course with a set target (from the wording)	Keep the set target as the assessed goal; use the humanistic part (views heard and answered, sources with more than one position) inside it; make social questioning and any action optional and ungraded; do not ask learners to take positions in front of their managers	untested proposal

Ask Experts

Principle

If the brief says…	Then change…	Basis
Learners are adult professionals or trainees in a workplace-clinical setting	Hold consultations on real cases from the learner's work; the mentor models the decision on one case, then observes the learner on the next and debriefs; plan when the mentor stops being present	Mentor modelling and a school-wide behaviour program's strategies transferred to the mentee's classroom management practices [+W] (one preservice teacher, qualitative case study)

Balanced pronunciation curriculum covering suprasegmentals, segmentals, and fluency, with a short list of central features selected by diagnosis

Pattern

If the brief says…	Then change…	Basis
Adults in work settings (nurses, call-centre staff, engineers) with named listeners (from the wording)	Take the feature list and tasks from their work talk (handovers, phone calls, explanations to clients); judge success by whether those listeners understand; set intelligibility, not accent, as the goal.	Adults and native-like pronunciation [~M] (narrative digest); the work-task focus is untested

Blended Learning

Pattern

If the brief says…	Then change…	Basis
Learners are adult working professionals (adult-workplace)	Put content and repeated practice online where they can fit it around work; use in-person time for practice with equipment, cases or colleagues and for feedback on performance.	Blended learning improves outcomes [~M], pooled mostly across higher education and professional training, with extra time and resources confounded

Build productive instructor-learner relationships so adults feel connected and take an active role in learning

Principle

If the brief says…	Then change…	Basis
Learners are adult professionals or advanced in the field (a workplace course, continuing education)	Treat the relationship as between colleagues: replace the personal intake with "what do you want to use this for at work, and what do you already do?", let learners bring cases from their work from session 2, and invite them to correct you	Four relational components—positive feedback, rapport, mutual respect, and reciprocal trust—form the relational framework of coaching [+W] (teachers and their coaches, focus groups); otherwise untested

Building Empathy

Principle

If the brief says…	Then change…	Basis
Higher education or adult learners in experiential programmes (practicums, service learning, study abroad) (from the wording)	Build in one-to-one contact with the people served and a structured reflection on what the learner understood of their view	Students perceive that interaction in experiential learning fosters empathy [+W] (12 interviews, self-report); One-on-one contact with community partners disrupts stereotypes [+W] (a partner's report)

Cognitive Activation

Principle

If the brief says…	Then change…	Basis
Learners are adults or professionals (adult, adult-workplace)	Draw the two cases for comparison from the learners' own work, differing on the one feature that matters, and ask what they share before naming the principle.	Comparing contrasting cases improves learning [+M] (the transfer experiment was with undergraduates learning negotiation; untested in workplace training)

Compensate for age-related sensory impairments by combining audio input with visual presentation

Principle

If the brief says…	Then change…	Basis
Older adult learners, some with hearing loss, in a classroom with background noise	Room fixes first (doors shut, machines off, face the group, seat by need); write every new item as it is spoken; repeat questions from the floor	Spoken–written beats spoken-only [+M], carried from postsecondary learners without a recorded hearing loss; room fixes untested

Concreteness Fading

Principle

If the brief says…	Then change…	Basis
Adults or undergraduates learning a formal structure (from the wording)	Use a short concrete stage (one session or less) and move to iconic quickly	Fading condition outperformed generic and concrete conditions [+W] (undergraduates); the length is untested

Considering The Opposite

Principle

If the brief says…	Then change…	Basis
Adults in work settings (workplace-clinical), e.g. diagnosis (from the wording)	A diagnostic time-out before the decision is final: list the findings that do not fit, name the most dangerous alternative, say what test would separate them	A systematic review of bias-mitigation training names considering the opposite as a previously validated way to reduce judgment biases, without testing it itself [+M], carried to clinical judgment, where it is untested in the wiki

Cultural & Life Experiences Connections

Principle

If the brief says…	Then change…	Basis
Learners are adult, in work or with family responsibilities	Make cases from learners' work and lives the main material from the second session; ask each learner for one case per unit, and compare across them; avoid leftover school-age materials	Many practices in adult literacy programs violate principles of learning for adults, including short-timeframe funding, isolated individualized learning, ignored learner experience, and non-meaningful materials [+W] (a 1993 handbook's review of earlier writing, naming ignored learner experience and reused elementary materials as common faults; no data, and no test of the alternative)

Dual Coding

Principle

If the brief says…	Then change…	Basis
Learners are adolescent or adult, goal is a principle in science or mathematics	Add learner drawing of the process or system, with a model to compare against	Drawing in STEM [+M] (STEM only, abstract read)

Engagement

Principle

If the brief says…	Then change…	Basis
Learners are adult or in their first year of college, unsure they belong	Before or at the start of the course, a short exercise in which learners read and write about adversity as common and temporary; check that the setting gives them real opportunities to belong	Belonging Interventions Improve Outcomes [+M] (first-year college students; worked only where the institution afforded belonging)

Epistemic Cognition

Principle

If the brief says…	Then change…	Basis
adult learners, university, judging research	Run small-group critique and redesign of flawed studies in the discipline across the course (three tasks in a 12-week course), and teach credibility of sources separately if it is also a goal.	Collaborative critique-and-redesign [+M]: first-year psychology, single group, no control

Error Analysis

Principle

If the brief says…	Then change…	Basis
adult or professional, intermediate	Collect a confidence rating on each answer; review confident errors first and in most depth; low-confidence errors may need re-teaching, not analysis.	high-confidence errors [+M]; tested on recall, untested on professional judgement

Evaluating Sources

Principle

If the brief says…	Then change…	Basis
adult learners at university	Two or more 75-minute lessons inside a writing or critical-thinking course, with a check on unseen sites several weeks later	Civic Online Reasoning Instruction Improves Evaluation [+M] (randomised pilot, four sections; five-week posttest)
adult learners re-entering study, or adult basic education	Start from sources they already use (health, benefits, news, job information); teach the off-page move on those first; keep reading load of practice sites manageable and model searching step by step	Untested; the claim's adults are university students. From the earlier page's target learners

Evidence-Based Teaching and Scientific Reasoning

Principle

If the brief says…	Then change…	Basis
Learners are adult (adult basic education, literacy, ESOL)	Expect few rigorous comparisons; adopt as a one-term local trial with a written dropping rule; carry school evidence only with a note that it was not tested on adults	There is not yet much rigorous evidence to guide decision making around instructional and support strategies for adult learners [~W]
Adults in work settings (training in a company, a health service, a public agency) (from the wording)	Same steps; define the outcome as performance on the job at a stated delay, not end-of-course satisfaction; pilot with one cohort against the existing course	untested proposal; the claims here are about schools and adult education

Experience with Languaging Activities (ELAs) guided by a sequence of experience-based questions

Pattern

If the brief says…	Then change…	Basis
Adults in work settings (adult-workplace, workplace-clinical) (from the wording)	Use a recent work incident or case as the experience; make step 4 a statement of what they would do differently and why; make step 5 a question to take to a colleague or the next shift.	Specific reflection prompts [+S] and guided reflection [+M], carried from undergraduates and graduate students to workplace learners

Explicit Instruction: Online Reading Strategies

Principle

If the brief says…	Then change…	Basis
Learners are adolescent or adult second-language readers	Keep the strategy routine and name each move in plain language (the learners' first language allowed for the record); choose pages slightly below their reading level for the first sessions	Reading Strategy Instruction Improves Comprehension [+S] (meta-analysis of strategy instruction for English L2 learners, print texts; carried to online)
adult learners in work settings	Use the pages they actually read at work (an intranet, a policy portal, a supplier's documentation) and a real work question; the synthesis is the answer they would give a colleague	untested proposal

Fostering Communities of Learning (FCL)

Pattern

If the brief says…	Then change…	Basis
Adults in a work setting (a professional learning cohort, workplace-clinical) (from the wording)	Make the theme a recurring problem of practice; each member researches a case or source and teaches it back; the shared task is a protocol or guide the team will use; observe practice afterwards, not only self-report. Give the facilitator time to plan what each meeting asks members to reflect on, and treat disagreement about a case as material for the next round rather than a reason to close the meeting.	Communities of practice principle, whose evidence is descriptive; mathematics PLC review [+M] (a review of descriptive studies, no comparison). One phenomenological study of three PLC leaders (Prytula 2012) reports that the PLC nurtured their metacognition [+W], that each leader's own metacognition shaped the work she led [+W], and one leader's view that disagreement catalysed learning [~W] (another adjourned to avoid conflict); a survey of small Chicago high schools found higher reported trust and collaboration [+W] (no effect size). None measures learning or practice against a comparison

Fostering Creative Thinking

Principle

If the brief says…	Then change…	Basis
Learners are adult professionals, in a workplace setting	Use problems from their own work; run silent individual generation before discussion so seniority does not set the agenda; collect ideas anonymously; converge against the team's own criteria	Anonymous real-time sharing mitigates evaluation apprehension [+W] (undergraduates, authors' account, carried to work teams untested)

Game-based Learning

Principle

If the brief says…	Then change…	Basis
Learners are adult or professionals in a workplace-clinical setting	Build the game around one job decision with real consequences in its rules; use it as one part of a training programme, not the whole of it; leave it open for repeated voluntary play; debrief against the real procedure; keep competition optional	Supplement, not standalone [+M] and unlimited access [+M] (simulation games in training, pooled); the whole-task argument behind building around one job decision is untested

Goal Setting & Monitoring

Principle

If the brief says…	Then change…	Basis
adult or adult-workplace learners	Elicit the learner's own goal first and tie the task goal to it; add an if-then plan for the named obstacle (work, family time)	Implementation intentions [+M]; mostly university students and online-course adults

Guide change efforts with systemic understanding, focusing interventions on one framework component at a time as needed

Principle

If the brief says…	Then change…	Basis
Adopters are adult professionals in adult-workplace settings (staff, clinicians, trainers)	Map roles, workload, incentives and supervision as the subsystems. Use the adopters' own work tasks as the trial material. Put follow-up contact into the working week	Follow-up contact related most strongly to adoption success [+M] (school dissemination; carried to workplaces untested)

Guided Practice

Principle

If the brief says…	Then change…	Basis
Learners are child (primary age), or adult / professionals	Child: keep the cue–hint–demonstration ladder with one-to-one or small-group checking, and short rounds. Adult or professional: ask what they already do, and move guided items onto tasks from their own work as soon as the step is stable	Child: Contingent scaffolding improves learning more than fixed or absent support. [+M] (fourth and fifth graders, long division, 8 per condition). Adult: untested proposal

Harmonize opposites: strike a balance between competing educational ideas rather than embracing one method wholesale

Principle

If the brief says…	Then change…	Basis
adult learners in work settings, or teachers adopting a reform	Pilot the new method alongside current practice on one component; add monthly sessions where colleagues pass on what is new; let adults bring their own cases into the application half	Mead Rapid Change Obsoletes Knowledge [+W] (Mead's argument as reported); untested as a design

Journaling

Principle

If the brief says…	Then change…	Basis
Adults in work settings (placements, clinical rotations, apprenticeships, coaching) (from the wording)	A fieldwork log: after each shift or visit, one observed event, what was done and why, what to try next; the mentor reads the "try next" line before the next shift; a monthly review entry discussed with the mentor.	reflection interventions [+M] (higher education, pooled across reflective activities; not specific to logs or workplaces)

Link program elements to workforce entry points and employer-recognized credentials so learners see an immediate economic payoff

Principle

If the brief says…	Then change…	Basis
Learners are adult jobseekers on low incomes who need work quickly	Use an earn-and-learn route where one exists: paid from the start, wage raised at each credential; first credential in about six to eight weeks	registered apprenticeship employment [+M] and earnings [+M] (adults in DOL-funded apprenticeships against community-college and employment-service comparison groups, ninth quarter; compares routes, not this design move); the weeks are an untested proposal

Massive Open Online Course (MOOC)

Pattern

If the brief says…	Then change…	Basis
Adults in work settings with predictable obstacles (shifts, family) (from the wording)	Make the if-then plan name the obstacle and a fixed weekly slot; show it back at the midpoint; allow a two-week extension without penalty.	Implementation intentions [+S]: worked when the obstacle was predictable and surmountable, not for lack of time; extension is untested

Mentor Support in Self-Paced Online Learning

Pattern

If the brief says…	Then change…	Basis
Experienced adult learners in work, choosing their own pace (from the wording)	Keep the plan-and-obstacles activity, and let the learner choose check-in frequency after the first milestone; keep triggered outreach	Implementation intentions worked when obstacles were work or family, not lack of time [+S]; fading schedule is untested

Mentoring and Coaching

Principle

If the brief says…	Then change…	Basis
Learners are adult college students at risk of leaving	Assign a coach to each student with proactive outreach on enrolment, planning and obstacles; judge the programme on persistence first, and do not expect grades or completion to follow automatically	InsideTrack© Coaching has potentially positive effects on college credit accumulation and persistence, based on one RCT meeting WWC standards [+M]; InsideTrack© Coaching shows no discernible effects on college degree completion (attainment) [~M]; In the Linkow et al. (2019) scale-up QED, coaching showed no statistically significant effect on cumulative college GPA (effect size 0.01, p = 0.82) [-M]

Mindfulness Activities

Principle

If the brief says…	Then change…	Basis
Learners are adolescent or young adult, and the goal is better regulation of stress or emotion	Plan a multi-week programme with practice in real situations and a debrief, not a one-off minute; keep the before-task routine as one part of it	A practice brief reviewing self-regulation interventions reports substantial benefits of mindfulness programs for cognitive and emotional regulation, stress and mental health in adolescents and young adults [+M] (practice brief summarising a review of programmes; no effect size; does not test a single routine)
Adults in a work setting (adult-workplace), or adult learners arriving tired or fragmented (from the wording)	One minute, framed as a focus reset rather than wellness or meditation; no inward-feeling language; open with the agenda straight after	untested proposal; from the earlier page (adult learners balancing competing demands)

Modality Principle

Principle

If the brief says…	Then change…	Basis
Adults (postsecondary, workplace training) (from the wording)	Narrate system-paced explanations	Mayer: 17 of 17 experiments with college learners, median d = 1.02 [+M]; animation or picture with voice beat picture with text for 36 adults [+M]

Modeling

Principle

If the brief says…	Then change…	Basis
adult learners in a work setting (workplace-clinical), or teachers in training	Model the performance in the real setting (the mentor's own lesson, a supervised shift), then debrief the decisions it involved, then have the novice try the same move with the mentor watching	Mentor modelling and a school-wide behaviour program's strategies transferred to the mentee's classroom management practices [+W] (one preservice teacher, qualitative case); Vicarious experiences are positively related to agriculture teachers' general teaching efficacy, with observing a first year teacher explaining 11% of variance [+W] (correlational, reported in a review)

Multimodal Instruction

Principle

If the brief says…	Then change…	Basis
Learners work in a second language (adult L2 readers)	Keep the text available alongside narration and video rather than removing it as redundant. Monitor comprehension of the words alone.	Video with narration and text [+M]: one randomized study of Chinese-speaking university EFL learners, immediate test only; redundancy [~M] reports reversals for abridged text

Online Course Design (Community of Inquiry)

Pattern

If the brief says…	Then change…	Basis
Adults in work settings, studying around jobs and family (from the wording)	Publish the full term's due dates in week 1; make the if-then plan name a work or family obstacle; offer a reduced catch-up route after a missed week.	Implementation intentions [+S] (MCII helped most when the obstacle was predictable, such as work or family obligations); withdrawal reasons [~M] were led by no stated reason, transfer and schedule conflict in one programme, and dissatisfaction was rarely the stated reason [~W]

PAIR-C Framework (Pattern, Agents, Interactions, Relations, Causality)

Pattern

If the brief says…	Then change…	Basis
Learners are pre-service or practicing teachers (adult, postsecondary) learning natural selection	Run the default arc as given, with the NetLogo moths and mice; add step 7 if they must teach recognizing emergence to pupils.	The PAIR-C study [~M]: this population and domain, near transfer only

Self-Directed Learning

Principle

If the brief says…	Then change…	Basis
adult learners in work settings, or adults returning to study	Start from the learner's own work goal; break it into two-week process goals; offer a progress view and suggested next steps; leave the final judgement of relevance with the learner; for low-skilled adults add a named coach who checks in	Adult learners expect AI to enhance relevance through real-time goal monitoring, goal breakdown, career companionship, and networking recommendations [~W] and Adult learners expect AI to enhance autonomy through choices, flexible learning spaces, metacognitive awareness, and structured self-assessment [+W] (interviews about expectations, not outcomes); the coach from coaching for low-skilled adults, untested

Signaling Principle

Principle

If the brief says…	Then change…	Basis
Adults in a short system-paced video (from the wording)	Signal heavily: spoken overview, on-screen headings for each segment, a pointer or highlight on the part being described	Signaling improves learning [+S] (design mattered more for system-paced lessons)

Simulations & Immersive Virtual Environments

Principle

If the brief says…	Then change…	Basis
Adults in work settings (vocational training, safety, customer handling) (from the wording)	Build scenarios from the learners' own workplace incidents, including the rare and risky ones, not only volume practice of routine tasks; make errors produce their real consequences in the simulation; refer settings and moves to the real machine during the run; end with a supervised task at work	Intelligent Extended Reality interventions in VET show consistent positive effects on procedural competence, practical skills, and learner motivation [+M] (review, no pooled effect); adult learners interviewed said they want simulations that closely resemble actual job scenarios (Adult learners expect AI to support transformative and experiential learning through assumption-challenging simulations, role play, and authentic virtual contexts [+W], expectations, not outcomes); one ethnography of forestry-machine simulator training found instruction centred on volume training of routine tasks rather than the risky situations that justify a simulator (Simulator-based VET instruction in this study centres on volume training of routine tasks rather than rehearsing specific high-stakes, risky situations. [~W]), with the simulator showing errors' consequences (Simulator feedback responds authentically to student error [+W]) and teachers using the real machine as the benchmark (VET teachers use the real machine as the benchmark of legitimacy for simulator instruction [+W]); observations of practice, no outcomes; workplace incidents untested

Social Interdependence

Principle

If the brief says…	Then change…	Basis
Learners are adult / postsecondary, in a live course	Use small structured groups for problem sets, labs and design tasks, with individual assessment kept separate from the group product	Small group learning improves STEM achievement [+M] (39 undergraduate STEM studies, d = 0.51; compared groups with non-group instruction and does not isolate interdependence)

Strengths-based Approach

Principle

If the brief says…	Then change…	Basis
Learners are adult in work settings (trainees, career changers, professionals)	Ask what they already do at work that the course builds on, and use those tasks as entry points; feedback comes from the supervisor or mentor in person, naming a specific performance, rather than through a rating form	Adults: untested proposal. Feedback channel: The effect of social persuasion on student teacher efficacy depends on its form [~M] (student teachers, reported in a review: verbal feedback from the cooperating teacher related to efficacy; a structured rating tool was detrimental against a control)

Structured Peer Review

Pattern

If the brief says…	Then change…	Basis
Adults in a work setting (design teams, clinical or teaching placements) (from the wording)	Review the real work product against the workplace's own standards; the author states what decision the draft must support; a senior colleague reviews alongside peers and requires a revise-and-resubmit where evidence is missing.	Probing feedback with revise-and-resubmit [+W]: a case study of teacher candidates in clinical placements, instructor feedback not peer; progress was not linear

Support Early Language Development

Principle

If the brief says…	Then change…	Basis
Adults in work settings (childcare staff, health visitors) (from the wording)	Train through practice with the children they work with and feedback, not lectures; give time in the rota for small-group reading	experiential training of early childhood workers [+W] (an argument, untested); parent coaching [+M] carried

Supporting Gifted and Talented Students

Principle

If the brief says…	Then change…	Basis
Adults in a work setting who are far ahead of a training course (an experienced hire in onboarding) (from the wording)	Let them test out of modules by doing the module's task to its standard; give them the hardest cases or a role reviewing others' work for the freed time	expertise reversal [+M] (electrical trainees, among others); untested as a test-out design

Supporting Students with Intellectual Disabilities

Principle

If the brief says…	Then change…	Basis
The student is an adolescent or young adult near transition (work, independent living)	Move practice into community and workplace tasks; teach the student to set and review their own goals weekly and to lead their own planning meeting, rehearsed beforehand	Self-determination instruction [+M] and student-led IEP meetings [+M] (high-school students with intellectual or learning disabilities); post-school outcomes not measured

Teach response precision and new associations with minimal errors, using mediators and stimulus fading

Principle

If the brief says…	Then change…	Basis
Learners are adults (adult)	Correction can be brief (the right answer shown); invite them to build their own mediators; spend the time saved on unaided, mixed items	Overt correction of errors speeds young children's learning compared with knowledge of correctness alone [~W] (adults did not learn faster with overt correction, reported second-hand)
Adults in a work setting where precision matters for safety (a dose, a torque, a measurement) (from the wording)	Practise on representative tasks with the real instrument; narrow to the job tolerance before unsupervised work; require the final tolerance on two separate occasions, unaided; never relax the final criterion, only the starting band	untested proposal

Technology should augment, not supplant, learning processes in student-centered environments

Principle

If the brief says…	Then change…	Basis
Adults in work settings or postgraduate researchers who will use the tool in their job (from the wording)	Teach the tool as part of the work, with explicit human checks at each stage; agree with the learners which parts the tool may do (language polishing, searching, summarising) and which stay theirs (the idea, the argument, the judgement), starting from the line they already draw; still keep one unaided task for the core judgement	Nearly all postgraduate research students in the study used GenAI across multiple research stages, positioning it as a supportive assistant with human oversight retained [+W] (focus groups, 27 of 28 students; reported use, not outcomes); in the same study, students rejected AI generation of research ideas, original arguments or whole papers while accepting surface-level support [+W] and found AI ideation acceptable only while they kept decision-making authority [+W] (one qualitative study, stated norms); the unaided task is an untested proposal

Traditional Lecture-Based Instruction

Pattern

If the brief says…	Then change…	Basis
Adults in work settings with a short training slot (from the wording)	Same as the skill row: a 10–15 minute explanation, then practice on the job task; do not expect the lecture to change performance by itself.	Lecture and 4C/ID matched on knowledge [~M], carried from emergency-care consent training to other work settings; untested beyond it

Transfer of Learning

Principle

If the brief says…	Then change…	Basis
Learners are adult or professionals	Take the late-stage cases from their own work; ask them to bring one; check that their workplace offers the cases and equipment to use the skill	The closer training content is to authentic clinical scenarios, the smoother its translation into practice [+W] (interviews with neurosurgical nurses; perceived, not measured)

Universal Design For Learning

Principle

If the brief says…	Then change…	Basis
Learners are adult or professionals, including older beginners or learners with disabilities	Ask learners which barriers they meet; keep individual accommodations; offer formats drawn from their own work	modifications may be necessary for older beginners and learners with disabilities [~W] (one practitioner's judgment, adult ESL)

Validity, Reliability, and Bias in Classroom Assessment

Principle

If the brief says…	Then change…	Basis
Adults in work settings, or the capability is a job task (from the wording)	Assess the task as it is done at work, with an observer checklist; use two observers on a sample; check validity by comparing the assessment's ratings with independent observation of practice	An interview rating of teachers' use of an innovation correlated .65 with readers' ratings of written ethnographic protocols, which its authors read as support for its validity (LoU interview validated against observation [+W]; teachers, research instrument; the way validity was checked is carried, not a result about learners)

Worked Examples

Principle

If the brief says…	Then change…	Basis
Adult learners revise their own explanations (pre-service teachers explaining fraction comparisons) (from the wording)	Give a correct and complete exemplar to compare against their own explanation, rather than examples built from common errors	Correct exemplars improved explanations more than error-displaying examples [+M]

Bullying Prevention and Intervention

Principle

If the brief says…	Then change…	Basis
Adults in a work setting (staff, apprentices, a workplace) (from the wording)	Use the same definition and roles with cases from their own workplace; the organisation's own policy is the response sequence; reporting routes outside the line manager	untested proposal; every claim here is about school-age learners

Character Education

Principle

If the brief says…	Then change…	Basis
Adults in a work setting (staff, professional ethics) (from the wording)	Use real cases from their own work and decide on them; the profession's own code is the shared commitment; no class meetings	untested proposal; the claims here test school-age learners or argue about universities

Classroom Space and Procedural Design

Principle

If the brief says…	Then change…	Basis
Learners are adults in a work setting, adult education or training	Replace rules with a short working agreement drafted with the group in the first session; keep procedures for start times, breaks, materials and getting help; arrange the room for the main activity and let adults choose where to sit	untested proposal; no claim here tests adult groups

Cognitive Styles

Principle

If the brief says…	Then change…	Basis
Learners are adult in a work setting (adult-workplace)	Ask how they already tackle this kind of task at work; build the structure or check into their own job aid or form rather than a classroom frame, and let them keep it	untested proposal

Combine intentional and incidental vocabulary learning rather than relying on incidental learning alone

Principle

If the brief says…	Then change…	Basis
Adults in work settings learning a job's terms in a second language (from the wording)	Take the input from their real documents, manuals and conversations; pre-teach the terms each document needs; keep a team word list from what they meet; check use in the job task	untested; carried from university second-language evidence

Competency-Based Learning

Pattern

If the brief says…	Then change…	Basis
Adults bring work experience they want credited (from the wording)	Credit a competency only on a performance (a parallel-form task or a portfolio scored against the criterion), not on years of experience or self-report	untested: the wiki has no claim on credit for prior learning or prior-learning assessment

Criterion- and Norm-Referenced Testing

Principle

If the brief says…	Then change…	Basis
Adults in work settings: licensing, certification or job entry (from the wording)	Use a criterion-referenced judgment on tasks sampled from the job, with the cut set before scoring; use a norm-referenced score only if places are limited, and then with a work sample	untested proposal; the threshold model is Competency-Based Assessment's

Culturally Responsive Classroom Norms

Principle

If the brief says…	Then change…	Basis
Learners are adult, in adult-workplace or professional training	Ask directly about expectations of hierarchy, questioning a trainer, and group versus individual credit; never treat silence as lack of knowledge; give written or private ways to raise a question	untested proposal

Debriefing

Principle

If the brief says…	Then change…	Basis
adult learners in a work setting, after a real shift, project or incident	Use an after-action format (what was planned, what happened, why the difference, what to keep and what to change); keep it separate from performance appraisal and from any incident investigation; write the changes into the team's next briefing	untested proposal; from the earlier page's examples

Design tools so productive usage is guaranteed by affordances and constraints rather than instructions

Principle

If the brief says…	Then change…	Basis
Learners are adult in a work setting (adult-workplace), using a tool on the job	Bound the assistant to checking and hinting during training tasks, and judge readiness on an unaided task from their own work; tell them why the tool is bounded	untested proposal; the AI evidence is from students, not workers

Developing Your Cultural Awareness

Principle

If the brief says…	Then change…	Basis
Adults in work settings (supervisors, trainers of a diverse workforce) (from the wording)	Use the workplace's own data (where staff come from, prior jobs, how names are read, first associations with nationalities and job titles), as in stereotype-awareness activities for supervisors; the decision examined is allocation of tasks, feedback and promotion, tallied over a month	untested

Digital Learning

Principle

If the brief says…	Then change…	Basis
Learners are adult or professionals studying around work	Use short sets on a phone that can be done in one sitting, and tasks taken from their own work; keep the first-week contact task	untested proposal; contact task from Online attrition during Orientation Week is twice that of onground classes' first week [~M] (university continuing education)

Disciplinary Literacy

Principle

If the brief says…	Then change…	Basis
adult learners in work settings (nurses reading research, engineers reading standards, analysts reading reports)	Use texts from their own work; model the profession's reading questions; keep sessions short and tied to a decision they must make with the text	untested proposal; no claim here tests disciplinary literacy with adults

Distributed Cognition

Principle

If the brief says…	Then change…	Basis
Adults in work settings, where the checklist, system or colleague will be there on the job (from the wording)	Treat the job aid as part of the performance: train with the real aid, judge the team's performance with it present, and check unaided only the steps the job requires from memory (an emergency, a step done away from the aid)	Untested proposal; Salomon distinguishes effects with the computer (system performance) from effects of the computer (cognitive residue on the solo performer) [+M] names the choice, it does not test it

Educational Readiness

Principle

If the brief says…	Then change…	Basis
Learners are older students or adults entering a course with prerequisites (adult, adults in work settings)	Five to eight unaided prerequisite items in the first session, no grade; a bridging resource per missed item, worked within the first two weeks; let those who pass skip it	Untested; the expertise argument for letting learners skip is Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. [~M] (carried from cognitive-load studies, not entry decisions)

Educators should act as mediators and facilitators of learning rather than content disseminators

Principle

If the brief says…	Then change…	Basis
adult learners in a work setting	Ask what they already do on the job; set tasks from their own work; the teacher acts as resource and consultant, explaining only what the work shows they lack	untested proposal

Effective Classroom Management Plan Criteria

Principle

If the brief says…	Then change…	Basis
Learners are adults in a work setting, adult education or training	Replace rules with a short working agreement drafted with the group in the first session (phones, start times, how to disagree); keep the routines for materials, breaks and getting help; handle problems in a private conversation; drop rewards and the consequence ladder	untested proposal; no claim here tests adult groups

Emergent Curriculum

Pattern

If the brief says…	Then change…	Basis
Learners are adolescent or adult in a standards-driven course	Use the research-question route: two or three sessions to turn personal interests into investigable questions, then weeks of formal study with a stated method and a seminar or presentation. Map each question to the required outcomes before it is approved.	Untested; the earlier page's high-school example
Adults in a work setting (from the wording)	Let the thread start from a problem or incident from their own work; keep it to sessions that fit the shift; close it on something usable at work (a revised procedure, a job aid in their own terms).	Untested proposal

Employ flexible error treatment strategies matched to objectives, competence, affect, and correction effectiveness

Principle

If the brief says…	Then change…	Basis
Learners are adult professionals using the language at work (adult-workplace)	Ask which errors matter in their work (a misunderstanding with a client, a written report); treat those first, privately or in writing; leave the rest unless asked	untested proposal; adults were the least represented group in the classroom meta-analysis (durable effect [~S])

Expanding Social Networks

Principle

If the brief says…	Then change…	Basis
Adults in work settings: job seekers, career changers, workers in training (from the wording)	Tie each contact to the job goal: informational interviews with a rehearsed two-sentence ask, alumni or employer panels followed by one individual introduction each, and a written follow-up within a week	untested proposal; Participants report career transitions, certifications, networking gains, financial and social gains from tech-centered education and training programs [+W] reports networking as a gain, without comparison

Explicit Instruction: Computer Basics

Principle

If the brief says…	Then change…	Basis
Adults in work settings (staff learning a new system, job seekers) (from the wording)	Teach the routines on the system and accounts they will use at work or in applications, in the order the job uses them; count a routine as learned only when done unaided on a real work item	untested proposal

Explicit Instruction: Internet Search

Principle

If the brief says…	Then change…	Basis
adult learners returning to study, or with low confidence or literacy	Start from searches they already need (health, benefits, housing, jobs, their children's school); model typing and reading results step by step; let them say terms aloud before typing; keep result pages short and reading load low; praise a revision, not only a find	Untested; from the earlier page's target learners
adult learners in a work setting (workplace-clinical, office, trades)	Practise on the tools and questions of their job (a clinical database, an internal knowledge base, a supplier catalogue); use the field's own vocabulary lists as the source of terms; check with a work question weeks later	Untested; carried from the earlier page

Explicit Instruction: Math Strategies

Principle

If the brief says…	Then change…	Basis
Learners are adult in work settings (apprentices, trainees, adult-workplace), or in adult basic education	Keep the brief's own sequence, setting and materials (the kitchen, the recipe card, the shift); teach the strategy on the work's own quantities at the point the work needs it; ask which methods they already use and compare one of theirs with the taught method; check with a work task (scale tomorrow's batch), never a classroom test	untested proposal; the earlier page's source is an adult-education practice guide, not a claim

Explicit Instruction: Vocabulary

Principle

If the brief says…	Then change…	Basis
Learners are fluent adults or professionals entering a new field (technical or workplace terms)	Take the words from their real documents and tasks; teach word parts that recur in the field; check use in the job task (a handover, a report, a conversation with a client), not in a quiz	untested; carried from school-age evidence on taught words and word parts (Morphological Instruction Improves Vocabulary [~M], school-age children only)

Feedback Loops

Principle

If the brief says…	Then change…	Basis
Adults in work settings (adult-workplace, workplace-clinical) (from the wording)	Loop on real work outputs (a case note, a call, a procedure); a supervisor or peer reads one output per cycle against a stated criterion, and the next output is the re-observation	untested; in one teacher-education case, probing feedback with required resubmission helped one candidate and not another (probing feedback [+W])

Flexible Grouping

Principle

If the brief says…	Then change…	Basis
Learners are adult, including adults in a work setting or adult basic education	Group by the task or job role in hand and by what learners say they need, not by test scores; let adults choose to join a support session; use mixed groups to pool workplace experience	untested proposal; the earlier page names adults, including those with learning disabilities and multilingual learners

Flipped Learning

Principle

If the brief says…	Then change…	Basis
Learners are adult in a work setting (workplace-clinical), preparing between shifts	Keep pre-class work to 10 minutes or less on a phone, tied to a task they will do in the session; use the session for practice on their own work tasks; do not penalise missed preparation, run a 5-minute catch-up at the start instead	untested proposal

Free-Choice Learning Environment Design

Principle

If the brief says…	Then change…	Basis
adult learners in work settings or hobby communities	Start from a problem the learner brings from work or their hobby; offer resources and peers to ask rather than a sequence; agree with the learner what a finished project looks like	untested proposal; no claim here tests adults in free-choice settings

Functional Behavior Assessment

Principle

If the brief says…	Then change…	Basis
Learners are adults in a work setting or adult education	Drop the IEP and parent steps; ask the person directly what makes the session hard (shift fatigue, a task they cannot read, being put on the spot); agree the change with them privately; document only what the organisation's policy requires	untested proposal

Game-Based Mastery Learning

Pattern

If the brief says…	Then change…	Basis
adults in a workplace-clinical setting (onboarding, compliance)	Levels tied to job tasks passed at a criterion; no badges for completion or seat time; no ranking among colleagues; the manager sees criteria passed, not streaks	Untested proposal; mastery evidence is from school and college courses (mastery learning improves outcomes [+M])

Gamification

Principle

If the brief says…	Then change…	Basis
adults in a workplace-clinical setting (compliance, onboarding)	Tie levels to job tasks passed at a criterion; no badges for completion or seat time; no public ranking among colleagues; keep the theme sober	untested proposal; the earlier page's view that adults prefer progress views to badges has no claim behind it

Graphic Organizers

Principle

If the brief says…	Then change…	Basis
Learners are adult literacy learners, and the goal is writing	Use a planning organizer matched to the genre (claim–reasons–evidence for argument, a sequence for narrative), modelled, then used before each draft, then dropped once the plan can be made in note form	untested; from the earlier page and its sources on adult literacy writing, which no claim records

Handouts/Online Guides/Visual Reading Aids

Principle

If the brief says…	Then change…	Basis
Learners are adult in a work setting (procedures, compliance, equipment)	Make the aid a job aid in the learners' own categories and order of work, usable at the task, with one step per line and the decision points marked; keep it after training rather than withdrawing it if the task is rare or errors are costly	untested proposal

Include parents, teachers, or mentors in any self-regulation intervention and support their own skills and coaching capacity

Principle

If the brief says…	Then change…	Basis
Learners are young adult (18–25), at college or work	The young person names the adult (mentor, supervisor, tutor, peer mentor); the adult's role is coaching on request and a regular short review, not monitoring; skip parents unless the learner asks	untested proposal
Adults have low literacy or low confidence (from the wording)	Teach by demonstration and role-play, not handouts; one move per session; let adults log by voice note or a tick; praise what they already do well	untested; coached practice beat written self-directed materials for parents at post-test (parent coaching [+M], ages 0–7)
Adults in a work setting (supervisors of apprentices or trainees, workplace-clinical) (from the wording)	Make the supervisor the co-regulating adult; fit coaching into existing supervision meetings (10–15 minutes); use the workplace's own incident types as role-play scenarios	untested proposal

Keep the learner in control of the information flow with on-demand tools and supports

Principle

If the brief says…	Then change…	Basis
Adults in work settings (a business trip, a customer desk, a clinical handover) (from the wording)	Use scenes from the learner's own work; glossary entries for the phrases they will need to say, not only to understand; response points that are the exchanges they will have	untested proposal; the earlier page's product example (a businessman arriving in the United States) is this setting

Knowledge Organization

Principle

If the brief says…	Then change…	Basis
Adults in a work setting (from the wording)	Build the top level from the decisions or tasks of the job (for example, "what to check first, what to escalate"), using the learners' own cases as the items to sort	untested; the task-match finding is carried from physics students to workplace tasks (A hierarchical organization facilitates tasks only when matched to the task domain [~M])

Learning by Producing (multimedia production as learning)

Pattern

If the brief says…	Then change…	Basis
Learners are adult in a work setting (workplace-clinical, onboarding, professional development)	Make the product something colleagues will use (a 2-minute procedure video, a job aid), with a subject-matter expert reviewing the blueprint for accuracy before recording; individual check on the procedure itself.	Untested proposal; learning by teaching [+M] supports making each learner explain their part, not tested with adults at work

Least Restrictive Environment

Principle

If the brief says…	Then change…	Basis
Adults in work settings (transition to work, workplace or vocational training) (from the wording)	Train the person on the real job alongside co-workers, with a job coach whose presence fades on the same two-check rule as step 7; a separate training room is time away with a stated reason	untested; the earlier page's transition-planning source has no claim page in the wiki

Match the form and content of staff development interventions to clients' assessed Stages of Concern

Principle

If the brief says…	Then change…	Basis
Adults in a non-school workplace adopting a new procedure or system (adult-workplace, e.g. clinical or office staff) (from the wording)	Use the same diagnosis and stage-matched support, with the questions worded for their work; record whether the stages read the same way	untested; every claim here is from teachers, carried by analogy

Memory Consolidation

Principle

If the brief says…	Then change…	Basis
Adults in work settings, learning for use on the job (from the wording)	Make the later encounters job tasks that need the material (a case at a team meeting, a checklist step on shift), and check unaided in the form the job uses; agree the horizon with the learner	untested proposal

Minimize student frustration by making feedback clear, legible, focused, and transparent

Principle

If the brief says…	Then change…	Basis
Learners are adults in a work setting (reports, case notes, client letters)	Use the workplace's own quality criteria in the comments; tie each priority to its consequence for the reader of the document; keep comments private to the learner and their supervisor	untested proposal

Mnemonic Device

Principle

If the brief says…	Then change…	Basis
Learners are adults at work, or older adults (terminology, a safety sequence, a medication list)	Ask what memory aids they already use; offer a mnemonic for a fixed order or list, and pair it with a job aid they can consult; check use in the real task	untested proposal; the earlier page's note that older adults lean on strategic memory aids is uncited

Motivation

Principle

If the brief says…	Then change…	Basis
Adults in work settings, training they did not choose (compliance, onboarding) (from the wording)	Ask what each learner wants from it; tie each module to a task from their own job; cut time cost (short modules in work time); give a reason for each required item	untested proposal; task value [+M] carried from school and college reviews to the workplace

Multiple Methods of Assessment

Principle

If the brief says…	Then change…	Basis
Adults in work settings, or the goal is a job task (from the wording)	Combine observation of the task at work (a checklist) with a short conversation about why each step was done, and a work product; use the workplace's own records where they show the goal	untested proposal; from the earlier page (adults with applied experience)

Note-taking

Principle

If the brief says…	Then change…	Basis
Learners are adult in a work setting (training, briefings, meetings)	Notes are for doing something: a one-page template with "what to do", "when", "who to ask", "one question"; review is applying the note on the next real task, followed by a check with a colleague or supervisor	untested proposal
Adults whose notes become a job aid (a handover, a shift, a procedure they will use again at work) (from the wording)	Replace fill-in-the-blank guided notes with a reusable domain grid the learner keeps, built from the categories the brief or the workplace already uses (if none are given, for a handover: facts, actions due, what is uncertain, what to report), with a pre-printed prompt for any item whose omission is dangerous, modelled once with a think-aloud, then used on a real or recorded case; check it by having the learner brief a partner from the grid, not by reading back. In one session of about 75 minutes: 10 minutes modelling the grid on a short clip, 20 minutes filling it on the full case, 10 minutes comparing grids in pairs, 20 minutes briefing a partner from it (with sentence frames such as "The priority is… because…" for learners working in a second language), 10 minutes fixing the grid for reuse	untested; the guided-notes claim [+W] tests teacher-made gapped notes with students, carried here only as "give the structure", not the worksheet form

Observation/Shadowing

Principle

If the brief says…	Then change…	Basis
adult learners in a work setting (workplace-clinical, adult-workplace): new staff shadowing a colleague	Shadow on a real shift in blocks of 1–3 hours, with a pocket focus card of two to four items; a 5-minute check-in before and a 10–15-minute conversation after; follow within the week with the learner doing the same task under supervision	untested proposal; the debrief is carried from Contingent scaffolding improves learning more than fixed or absent support. [+M] (one-to-one tutoring of children)

Pairing Non-examples with Examples

Principle

If the brief says…	Then change…	Basis
Adults in a work setting (from the wording)	Draw non-examples from real near misses on the job (a rejected claim form, a near-miss incident report), anonymised; check on a fresh case from their work	Untested proposal; no claim here tests adults

Peer Learning

Principle

If the brief says…	Then change…	Basis
Learners are adult professionals in a work setting	Peers explain a procedure or case from their own work to a colleague who must ask how they would handle a variant; the colleague restates; keep the individual check as a short case decision	untested proposal; the recorded claims are school and university studies

Peer Teaching

Pattern

If the brief says…	Then change…	Basis
Adults in work settings (staff teaching each other a procedure or case) (from the wording)	Each colleague prepares one procedure or case, teaches it to another who must perform it or decide a variant, then they swap; the check is a short case decision made alone.	Untested; carried from Learning By Teaching Improves Tutor Learning [+S], whose studies are not described on the claim page by age or setting

Phonics

Principle

If the brief says…	Then change…	Basis
Learners are adult, in a literacy programme or at work	Use adult texts and words from the learner's own life or job for blending and decodable reading; say why the sound work is there; keep checks private; move to the learner's real texts as soon as a correspondence is secure	untested proposal for adult literacy. An artificial-script experiment with 24 adults found print-to-sound training made new words faster to read than print-to-meaning training, not more accurate (Systematic phonics outperforms unsystematic or no-phonics instruction on children's reading overall, but its advantage over whole-word teaching on novel words is untested in children and contested [~S]). No claim page here tests phonics teaching with adults learning to read their own language

Physical Activity

Principle

If the brief says…	Then change…	Basis
Learners are adult, or adults in a workplace-clinical setting (a long training day, a shift-based course)	Replace exercise routines with a stand-and-move transition: 3 to 5 minutes standing, a walking pair discussion of the next prompt, or a change of station; explain the purpose in one sentence and make it optional	untested; the classroom reviews are with children, and the only adult evidence here is about memory timing in labs (Acute exercise timing… [~S])

Positive Behavioral Interventions And Supports

Pattern

If the brief says…	Then change…	Basis
Adults in work or adult-education settings (from the wording)	Co-write a short set of norms with the group, acknowledge informally, and handle repeated problems individually; drop tokens and tiers of points.	Untested proposal; the claims here are with school students

Positive Self-talk

Principle

If the brief says…	Then change…	Basis
Adults in a work setting (from the wording)	Take cue words from the job's own procedure or checklist (the step names already used on the floor or ward); keep the cards private to the learner	Untested proposal

Pre-reading Questioning

Principle

If the brief says…	Then change…	Basis
Adults in work settings reading a procedure, policy or case (from the wording)	Write questions as decisions they will face ("A patient refuses X: what does the policy let you do?"); check against the exact clause; ask what they do now that the text changes	untested proposal

Preserve Heritage Language While Acquiring an Additional Language

Principle

If the brief says…	Then change…	Basis
adult learners in work settings (newcomers learning the workplace language)	Let them plan and take notes in the heritage language; build a bilingual glossary of the job's terms in the categories the workplace uses; treat their heritage language as a resource, not something to stop using at work	untested; every claim here studied children or adolescents in school

Procedural Learning

Principle

If the brief says…	Then change…	Basis
adult learners in a work setting, using the procedure on the job	Ask what they already do; use items from their own work as soon as the steps are stable; give a job aid laid out in the workplace's own categories and step names, used during practice and kept afterwards; check on a real or realistic task	untested proposal

Process-based Writing

Principle

If the brief says…	Then change…	Basis
Learners are adult, including in work settings (reports, case notes, proposals)	Use the writer's own work documents as the texts; take the reader from the real setting (the manager, the client, the colleague); keep the strategy modelling but shorten it; respond as that reader first	untested; neither meta-analysis covers adults (strategy studies stop at grade 10)

Programmed Instruction

Pattern

If the brief says…	Then change…	Basis
Adults in work settings (from the wording)	Place by unprompted items so known steps are skipped; frames use the learner's own job tasks and forms; the unit check is the job task.	Untested proposal (the old page names military and corporate training as PI's main users)

Project Space and Instructional Space

Pattern

If the brief says…	Then change…	Basis
Adults in a work setting, the project is real work (from the wording)	Keep the project the real task; deliver the instructional space on a phone or terminal at the workplace; set gates on the routines the job needs.	Untested; from the earlier page (Reigeluth's real-world variant)

Provide positive comments alongside constructive criticism when responding to student writing

Principle

If the brief says…	Then change…	Basis
Adults writing for work (reports, case notes), or a product for a real audience (from the wording)	Name strengths in the terms the real reader would use ("a manager can act on this summary"); keep the whole text whole rather than splitting it into exercises; critique against what the audience needs	untested proposal

Quiet Learning Spaces

Principle

If the brief says…	Then change…	Basis
Adults in work settings, or carrying stress, fatigue or caring duties (from the wording)	Ask what times and places they actually control; plan short blocks there rather than prescribing long ones; treat a predictable routine as part of the support	untested; from the earlier page (adult learners with unstable environments)

Responsive Teaching

Principle

If the brief says…	Then change…	Basis
Adults in work settings, or professionals (from the wording)	Build the idea map from the errors seen in their work; elicit with a short case from their practice; respond with task and process feedback tied to the job standard	untested; feedback-level evidence is general (Feedback is most effective at task and process levels. [+S])

Rhetorical Skill Development

Principle

If the brief says…	Then change…	Basis
Learners are adult in work settings	Use their own documents and occasions (a proposal to a manager, a client email, a briefing); take the workplace's own categories of document and reader; practise the same message for two levels of seniority	untested proposal

Self Affirmation

Principle

If the brief says…	Then change…	Basis
Learners are adult, postsecondary (university gateway course)	Put the exercise in the first week, online or in the first lecture, before the first quiz; repeat before the midterm and final	untested for affirmation with adults in the wiki; the earlier page cites Miyake et al. 2010 (college physics, no claim page). A belonging exercise at college entry is the nearest tested move (Belonging Interventions Improve Outcomes [~M], carried from belonging to affirmation)

Self-Directed Learning

Pattern

If the brief says…	Then change…	Basis
Adults in work settings (from the wording)	Tie the plan's goals to a task the learner does at work; let the employer's requirement fix the outcome and the learner choose route and pace; check-ins fit shift patterns.	Untested; facilitated discussion felt empowering to one adult educator [+W] is one first-person reflection

Self-monitoring

Principle

If the brief says…	Then change…	Basis
Adults in a work setting (from the wording)	Write the checklist from the job's own standard (a procedure, a safety step, a quality criterion); keep records private to the learner and a supervisor, so the check is not read as surveillance; check against outcomes the work already produces (errors caught, rework)	Untested proposal

Sequencing

Principle

If the brief says…	Then change…	Basis
Adults in a work setting (from the wording)	Order by the job's own sequence where it has one, start from a task they already do, and bring forward the steps they need soonest at work	untested proposal; skill develops through engaging in the target activity [~W] (an argument from second-language acquisition, no study)

Skills Sprint

Principle

If the brief says…	Then change…	Basis
Adults in a work setting, on a problem from their own job (from the wording)	Let them bring the problem and the deliverable (a changed procedure, a tool, a brief to a manager); keep criteria in the workplace's own terms; schedule blocks around shifts; end with the change tried at work and reported at the next sprint	untested proposal, from the earlier page's sources on workplace sprints (Longmuss & Hohne 2017), which have no claim page here

Social Emotional Learning

Pattern

If the brief says…	Then change…	Basis
adult learners in work settings (health care, teaching, management, customer service)	Present the skills as professional competence; use cases and structured reflective discussion of real encounters (Balint-style groups) instead of scripted lessons; assess on observed practice.	Untested: no claim here tests SEL with adults; the examples are the earlier page's

Standardized Test Fairness and Bias

Principle

If the brief says…	Then change…	Basis
Adults in work settings: a licensing, promotion or job-entry test (from the wording)	Check that the items sample the job's tasks, not general reading or cultural knowledge; validate the score against observed job performance by group; add a work-sample task for candidates near the cut	untested proposal; the prediction check (step 3) applied to a job criterion

Strengthen ties between teachers and parents rather than pressing for remote sanctions behind teaching

Principle

If the brief says…	Then change…	Basis
Adult learners (adult, adult-workplace), with no parents in the picture	Read "parents" as the community the learner answers to (an employer, a sponsoring agency, family who shape study time); the move is the same: explain the course to them before relying on attendance rules or sanctions	untested; carried by analogy from the school setting

Structured Academic Controversy

Pattern

If the brief says…	Then change…	Basis
Age adolescent or adult in civics, ethics, history or policy	Use the default sequence. For adults, ask for the learner-valued goal explicitly, since adults often arrive with a held view; collect the starting position privately.	untested; from the earlier page (target learners); untested proposal for the adult change

Summative Assessment

Principle

If the brief says…	Then change…	Basis
Learners are adult professionals, or in adult-workplace training	Make the end-point a task from their work, observed or produced on the job, judged against a stated competency threshold; ask what they already do and test only what is new	untested proposal; threshold decisions are held by Competency-Based Assessment

Teach the conceptual underpinnings of L2 forms rather than only their structural aspects or formulaic units

Principle

If the brief says…	Then change…	Basis
Adults in work settings (from the wording)	Draw examples and the diagnostic sample from their own genre (emails, reports, client calls); state the form's use in terms of what it does for the reader in that genre	untested

Text Chats

Principle

If the brief says…	Then change…	Basis
adult learners in a work setting	Use the team's own chat tool and a real decision from their work as the closed task; agree what is kept from the log	untested proposal

Text-to-Speech

Principle

If the brief says…	Then change…	Basis
Adults in work settings (manuals, procedures, compliance documents, forms) (from the wording)	Let workers listen to the document on their own device, in sections, and act on each section (find the step, fill the field) rather than only listen; fix the voice's pronunciation of product names and codes first	untested proposal

Treat talking and writing as means to learning through dialogue-based, student-centered instruction

Principle

If the brief says…	Then change…	Basis
Learners are adult, or in a work setting	Take the content to be discussed from their own work (a case, a document, a decision); let them explain to a colleague who was not there; keep writing to short notes they can reuse at work	untested proposal; carried from school and college evidence

Understanding must be cultivated through exploration, not described or told

Principle

If the brief says…	Then change…	Basis
Learners are adult in a work setting (adult-workplace)	Start from a case from their own work as the problem; use their experience as material the analysis is built on, not a warm-up; name the principle with their cases	Untested for adults at work; carried from a high-school English unit (Positioning personal experience as an epistemic resource supports expansion from inward to outward critical orientations [+W])

User-Centered Design for Learning

Principle

If the brief says…	Then change…	Basis
Learners are adult or adult-workplace users with little time	Test in their workflow, on their work device, in 20–30 minute sessions; put the tasks they do most on the first screen	untested proposal

Video Replay Analysis

Principle

If the brief says…	Then change…	Basis
Adults in work settings (clinical, customer-facing, trainers) (from the wording)	Record a real or simulated work task (a consultation, a call, a handover); take the focus from the workplace's own standard; keep reviews in protected time, 20–30 minutes, and give the recording's owner the right to delete it	untested proposal; medical students valued recorded review of simulated consultations but asked for clear feedback criteria (Learners valued repeatable practice and recorded review in MedEasy while questioning missing actions and feedback criteria [+W], 12 students, interviews)

Wise Feedback Across Racial and Ethnic Difference

Principle

If the brief says…	Then change…	Basis
adult learners in workplace-clinical settings (a supervisor, mentor or clinical educator across a difference)	Name the job's own standard (the competency, the protocol, the client outcome) as the standard; say what in the learner's practice shows they can meet it; agree one change to try on the next shift or case	untested; Feedback improves learning by a medium amount on average, but its effect varies widely with the information it carries, and a substantial share of feedback effects are negative [~S] covers field and work settings and warns that feedback turning attention to the self can lower performance

Workshop Model

Pattern

If the brief says…	Then change…	Basis
Adults in work settings (from the wording)	The work block is the learner's own work product (a report, a care plan, a code change), the mini-lesson one technique from the job, and the share a peer showing how they used it; conferences are with a supervisor or experienced colleague.	Untested proposal