Designing for workplace-clinical

Setting · workplace, clinical or professional training · All situations

174 rows from 143 pages say what to change when the brief's setting is workplace-clinical; 64 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.

AI Tutoring

Pattern

If the brief says…	Then change…	Basis
The goal is an ill-structured judgement (writing, design, ethics, clinical reasoning) (from the wording)	Use the tutor for questioning and critique of the learner's draft, not for producing it; unlock the AI only after the learner's own attempt; an AI-improved version of the learner's own practice draft, after the attempt, can teach; assess independent work	Requiring engagement before the AI unlocked cut verbatim AI text in final essays (27% against 47%, d = −0.47) [+M]; AI-assisted cover-letter practice improved unaided writing a day later [+M] (after a lesson on the principles); Bounded support gave the best independent writing [~M]; originality gains vanished unaided [~M]; an LLM-assisted essay group did worse than a no-tool group across four sessions [-M] (small preprint, 18 completed the fourth session); scaffolded GenAI augmented rather than replaced judgement in a design-thinking course [+M] (student reflections)
Health professions (clinical interviewing, diagnosis) (from the wording)	Use multi-agent simulated patients with scaffolding for interview practice, with faculty review of errors; test long dialogues, where role-play failures cluster	Multi-agent simulated-patient training raised OSCE-aligned scores (71.8% vs 55.6%) [+M]; role-play failures rise after turn 6 [-M]

Massive Open Online Course (MOOC)

Pattern

If the brief says…	Then change…	Basis
The target is an embodied or performed skill (music, laboratory, clinical, a language spoken aloud) (from the wording)	Add recorded performance submissions judged against a rubric by calibrated peers, and periodic live sessions with an expert for a sample of learners; do not rest the skill on video and quizzes.	Embodied music learning resists short videos and self-graded quizzes [-W] (a review's argument); rubric-guided peer rating [~M], tested on writing, carried to performance
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
Learners will share private or sensitive material (their workplace, their health, their students) (from the wording)	Make reflections private by default; let the learner choose whether a piece goes to peer review; allow a display name in the forum; tell learners how many people can see a post.	Untested proposal

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
One facilitator for many learners, or scarce facilitator time (volunteers, a busy clinical shift) (from the wording)	Build the run's goal and prompts into the simulation; run in pairs or teams of three to four, one observer per team with a checklist; facilitator joins only the debrief, and debriefs the commonest error with the whole group	untested proposal; contingent-support evidence is mostly one-to-one (Contingent scaffolding improves learning more than fixed or absent support. [~M], carried to groups it did not test)
Health-professions skills lab (clinical procedures, examination, resuscitation) (from the wording)	Use screen-based virtual patients for the reasoning before the skills lab and blended with it, not in place of it; keep the procedure on mannequins, task trainers or standardized patients with a mastery criterion; rehearse the conversation with a simulated person	Virtual patients more effectively improve skills than traditional education [+M]; Virtual patients show larger advantages over passive traditional learning than over active learning [~M]; Higher levels of technology support during simulation are associated with greater effects [~M]; Simulation Based Education With Deliberate Practice Improves Clinical Outcomes [+M]; for the conversation see Practice with Simulated People

Structured Peer Review

Pattern

If the brief says…	Then change…	Basis
Quality turns on correctness (a calculation, code, a clinical or technical claim) (from the wording)	Peers comment on clarity, structure and whether claims are supported; the teacher or an expert checks correctness unless there is an objective check reviewers can run (does the code pass the tests, does the answer match a worked one), in which case give them that check and let them judge against it.	Peer accuracy [~M]: secondary-school writing only; peer ratings of programming assignments [+W] correlated with instructors' and were more accurate on objective than subjective judgements (one tool evaluation, read second-hand); students new to statistics [~M] valued peers' alternative explanations but did not trust peer feedback for final application, because their peers were beginners too (one qualitative case study); the split of roles is untested
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

Summative Assessment

Principle

If the brief says…	Then change…	Basis
Learners are adult professionals, or in adult-workplace training (from the wording)	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
Goal is a complex-skill (a design, a case, a clinical or practical performance) (from the wording)	Include a whole-task performance, scored with a rubric, plus short component items so a failure can be traced to a part	A training-design argument, not tested by any study recorded here, holds that practising whole complex tasks improves transfer of complex skills [~W] (an argument about training, carried here to assessment)
The capability is one integrated performance (a clinical scenario, a full repair, a live service) and the brief asks for an authentic assessment (from the wording)	Keep a single whole-task scenario as the judgment; do not split it into paper items. Put recall and recognition checks into the low-stakes practice before it; inside the scenario, prompt the learner to say decisions aloud from the start and tell them the assessor will not confirm answers, so "is that what you wanted?" gets no reply and is not marked down	the whole-task claim [~W] is a design argument; the rest is untested

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

Principle

If the brief says…	Then change…	Basis
Goal is a clinical or practical procedure (skill-performance) in workplace-clinical training	Teach the procedure hands-on first; add VR for what cannot be seen (radiation, hazards); assess on the real procedure	VR-based training with radiation field visualization received significantly higher ratings for radiation understanding and visualization than conventional training (r=0.878) [+M]; Conventional training received significantly higher ratings for perceived realism and immersion than VR-based training (r=0.774) [~M] (20 students with prior procedural training, self-ratings)
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
The objective is a practical or clinical skill, and the brief wants the whole task kept whole (from the wording)	Lecture only the knowledge the task needs, in one short segment; spend the rest on practicing the whole task with feedback, and assess the performance, not a written test.	Lecture and 4C/ID matched on knowledge [~M]; 4C/ID scored higher on OSCEs, not significantly [~M]: one quasi-experiment with 21 emergency-care professionals; too small to settle either outcome
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

Validity, Reliability, and Bias in Classroom Assessment

Principle

If the brief says…	Then change…	Basis
The goal is a complex-skill or extended performance (a lab, an essay, a presentation, a clinical task) (from the wording)	Use a performance task scored by a rubric with level descriptors and anchors; calibrate markers before marking and double-mark a sample; report the score with the number of tasks it rests on	Raters differed in severity [~M] (open-ended items, three raters); rubric guidance improved peer raters' placement of writing on complex criteria [+M] (MOOC and graduate peers, carried to teachers); one class's rubric scores varied by a mean of 1.2 of 9 points across six scorers (engineering rubric low scoring reliability [~W])
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)

Accessible Vocabulary & Syntax

Principle

If the brief says…	Then change…	Basis
Workplace training for learners with limited technical English (from the wording)	Teach the technical terms and written forms the job uses, alongside the skill	Minimal technical English limits workplace training [+W]

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)

Authentic Assessment

Pattern

If the brief says…	Then change…	Basis
workplace-clinical or a placement-based course	Use structured clinical or practical stations with checklists and global ratings, or a case simulation, and check with learners whether the simulated case behaves like real clients.	Trainees' reports on clinical scenarios [+W] (one qualitative study of neurosurgical nurses); simulated cases judged unrealistic [~W] (10 graduate students, focus groups)

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) (from the wording)	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) (from the wording)	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

Case-Based Learning

Pattern

If the brief says…	Then change…	Basis
Learners come from varied countries or workplaces (international, working professionals) (from the wording)	Mix global and local cases, and ask learners to bring or adapt a case from their own work	International students wanted more global cases and closer connections between case analyses and their local work contexts [~W]

Cognitive Activation

Principle

If the brief says…	Then change…	Basis
Learners are adults or professionals (adult, adult-workplace) (from the wording)	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)

Cognitive Flexibility

Principle

If the brief says…	Then change…	Basis
Expertise intermediate or advanced, an ill-structured domain (clinical reasoning, law, policy) (from the wording)	Use criss-crossing: revisit each concept in several short cases under different themes across sessions; drop the step-by-step part tasks.	Presenting multiple cases from different perspectives supports transfer in ill-structured domains [+M]; tested with first- and second-year undergraduates, untested with professionals

Competency-Based Learning

Pattern

If the brief says…	Then change…	Basis
Health professions programme (clinical, procedural and communication competencies) (from the wording)	Gate procedural competencies in simulation with a mastery standard, feedback on each attempt and repetition; give communication competencies more attempts and a blinded rating with a human standardised patient; see practice with simulated people	Simulation with deliberate practice beat traditional clinical education [+M]; simulation effects smallest for communication [~M]

Considering The Opposite

Principle

If the brief says…	Then change…	Basis
Adults in work settings (workplace-clinical), e.g. diagnosis	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

Debriefing

Principle

If the brief says…	Then change…	Basis
adult learners in a work setting, after a real shift, project or incident (from the wording)	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
Goal is a procedure or psychomotor skill in workplace-clinical training	Treat the debrief as the feedback step of a repeated attempt: debrief against a stated mastery standard, then rerun the scenario or a changed one until the standard is met	Simulation Based Education With Deliberate Practice Improves Clinical Outcomes [+M] (14 studies, health professions); Simulation Based Education Improves Outcomes [~M]: could not isolate feedback as the active feature

Deliberate Practice

Principle

If the brief says…	Then change…	Basis
Goal is a procedure or psychomotor skill in workplace-clinical training	Use a simulator or part-task trainer with a mastery standard per step, immediate expert or device feedback, repetition until the standard is met and rising difficulty; add booster sessions later	Simulation-based education with deliberate practice improves clinical outcomes [+M] (14 studies, health professions, procedural skills, against traditional clinical education)

Discussing Race

Principle

If the brief says…	Then change…	Basis
adult-workplace or professional training (teachers, social workers, counsellors, clinicians, managers) (from the wording)	Use cases from the learners' own practice (a referral decision, a discipline record, an assessment); include practice at raising race with a client, student or patient through role-play with a debrief; build trust in the team before asking about the team's own data	Trust: Continuous improvement for equity requires trust and courageous conversations; without trusting relationships, the improvement process will not help [+W] (one qualitative report of education leaders). Case choice: carried from Some SSWs hold deficit-based racial attitudes, conflating structural constraints with immigrant cultural values and misreading trauma responses [~W] (school social workers' open responses; shows what practitioners' cases can surface, does not test a training)

Elaborative Reasoning

Principle

If the brief says…	Then change…	Basis
Learners are adult-workplace (from the wording)	Have them connect each statement to a case from their own work ("where have you seen this, and why did it happen?") rather than to textbook examples	Readers given a perspective or schema recall more text information than readers instructed to carefully read the story [+W] (one story-recall experiment reported second-hand in an essay; not tested with workplace learners); the work-case prompt is an untested proposal

Epistemic Games

Pattern

If the brief says…	Then change…	Basis
adult-workplace learners in workplace-clinical training	Use cases drawn from the learners' own workplace, a practitioner as mentor, and an outside-game task that matches a real work task; record transfer to work separately from in-game performance.	Simulation training in the health professions [+M] (against no training); practice-near content [+W] (nurses' perceptions)

Error Analysis

Principle

If the brief says…	Then change…	Basis
goal is a complex-skill (writing, a whole clinical or technical task) (from the wording)	Ask learners to look for one or two named error types in their own draft or performance, then revise; do not mark every error at once.	noticing particular errors in writing [+W] (one study, reported in a review, EFL college writing)
high stakes, public setting, or workplace-clinical where real errors are unsafe	Use constructed erroneous examples or simulation rather than live errors; analyse errors privately or in writing; keep error analysis out of graded assessment.	untested; from the earlier page

Evaluating Sources

Principle

If the brief says…	Then change…	Basis
workplace-clinical learners (e.g. nurses and health information)	Practise on the health sites and summaries they will meet, including misinformation sites; add judging study methods if they read research	One-session checklist (CRAAP) instruction did no better than the alternatives it was compared with [~M] (nursing students, one 110-minute session); the multi-session design is untested in this setting

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)	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

Experiential Learning

Principle

If the brief says…	Then change…	Basis
Adult professionals, workplace-clinical, a procedure or psychomotor skill	Replace one-off exposure with simulated practice repeated to a stated mastery standard, immediate feedback after each attempt, rising difficulty, and a debrief; add booster sessions if the skill is not used soon	Simulation Based Education With Deliberate Practice [+M]; medical education, procedural skills only; boosters untested

Experiential Learning Cycle

Pattern

If the brief says…	Then change…	Basis
workplace-clinical, a procedure or psychomotor skill	Run the experience as simulated practice repeated to a stated mastery standard, feedback after each attempt, rising difficulty, then a debrief; move to the real setting only when the standard is met.	Simulation with deliberate practice [+M]; medical education, procedural skills only

Fostering Communities of Learning (FCL)

Pattern

If the brief says…	Then change…	Basis
Adults in a work setting (a professional learning cohort, workplace-clinical)	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 (from the wording)	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 (from the wording)	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) (from the wording)	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)

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 (from the wording)	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

Immediate Feedback

Principle

If the brief says…	Then change…	Basis
A whole performance, such as a simulated clinical consultation (from the wording)	Debrief after the performance instead of interrupting it; interrupt only for errors that would otherwise be repeated or cause harm	Participants preferred post-session debriefing [~W]

Instructor Accessibility

Principle

If the brief says…	Then change…	Basis
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

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 adults already in work (adult-workplace), seeking promotion (from the wording)	Use tasks from their own job as the practice; choose credentials that count for promotion with their employer; schedule around shifts	Most rural learner participants reported micro-credentials yielded increased opportunity for skill development, job promotion, salary increase [+W] (learner self-reports, four rural initiatives); the design moves are untested
The brief wants a whole workplace performance kept whole (a shift, a job, a build) (from the wording)	Assess the whole task as the employer would see it, on site; use the credential tests only as checks beside it, not as a substitute	untested proposal

Mentor Support in Self-Paced Online Learning

Pattern

If the brief says…	Then change…	Basis
Teacher education with clinical or field assignments (from the wording)	Give probing feedback that asks for evidence from the learner's own students, with a required revise-and-resubmit, and expect uneven progress	Probing feedback with revise-and-resubmit moved one candidate, not another [~W]; instructor access to work-in-progress enabled coaching [+W]

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)
High stakes or safety (clinical, lab, machinery) (from the wording)	Model the whole procedure once at normal speed, then step by step with what to check and why; include the commonest error and how it is caught; require an unaided demonstration under supervision before the learner works alone	untested proposal; the error step is carried from Erroneous examples improve conceptual understanding by forcing comparison with correct models. [+M]

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]

Peer Learning

Principle

If the brief says…	Then change…	Basis
Learners are adult professionals in a work setting (from the wording)	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
A whole-task performance the brief wants kept whole (a presentation, a clinical encounter, a lesson taught) (from the wording)	Peers watch the whole performance and debrief against the brief's criteria (one strength, one change, one question), rather than splitting it into parts to explain; where it can be repeated, run peer review on an early performance and again on a later one	the debrief format and the repeat are untested proposals; for presentations, a review of college peer assessment reports peer review of oral presentation skills improving performance, and peer (not instructor) assessment of four speeches raising self-concept on the last against a control group [+W] (two older studies read second-hand, no effect sizes; the review says such studies are too few to say which feedback works best)

Personalization

Principle

If the brief says…	Then change…	Basis
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

Positive Self-talk

Principle

If the brief says…	Then change…	Basis
The goal is a motor or performance skill (sport, a lab or clinical technique, an instrument) (from the wording)	Use instructional cue words for fine, precise movements and motivational cues for endurance; train them before use	Self Talk Improves Learning And Performance [+S] (the setting the evidence comes from)
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

Practice with Simulated People

Pattern

If the brief says…	Then change…	Basis
The goal is diagnostic or clinical reasoning as well as conversation (from the wording)	Score reasoning separately and add reasoning-specific practice; do not expect the conversational practice to carry it	Multi-agent SP did not change diagnostic accuracy [~M]

Reflection

Principle

If the brief says…	Then change…	Basis
Goal is a complex-skill or professional practice (teaching, clinical, design) (from the wording)	Reflect on a recorded or observed performance against named criteria, then reattempt a comparable task; repeat over the course.	Reflection interventions in higher education [+M]; tested with adult learners in higher education, outcomes pooled

Self-Directed Learning

Principle

If the brief says…	Then change…	Basis
adult learners in work settings, or adults returning to study (from the wording)	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

Shared power: previously excluded students, families, and communities co-create and shape educational systems, policies, and practices

Pattern

If the brief says…	Then change…	Basis
The excluded group is staff or instructors (adult-workplace), e.g. in a technology or evaluation design (from the wording)	Frame them as part of the solution: design so the tool or policy supports their judgment, and give them a co-design role from the first session.	Framing instructors as part of the solution shifted a design toward supporting instructor judgment [+W] (one project's dialogue)

Social Interdependence

Principle

If the brief says…	Then change…	Basis
Learners are adult-workplace teams (from the wording)	Build belonging and shared goals (harmony, a sense of one team) rather than formal role dependence alone; measure what each member can do	Social interdependence, not role interdependence, correlated with performance [~W] (40 brokerage offices, correlational; "social interdependence" there means team belonging, not goal structure)

Social Presence

Principle

If the brief says…	Then change…	Basis
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)

Strengths-based Approach

Principle

If the brief says…	Then change…	Basis
Learners are adult in work settings (trainees, career changers, professionals) (from the wording)	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)

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

Transfer of Learning

Principle

If the brief says…	Then change…	Basis
workplace-clinical, and the course teaches advanced competencies the setting rarely uses	Agree with the workplace when the learner will meet the cases; plan refresher cases or simulation if they will not; report use separately from knowledge	Transfer of advanced competencies is limited by institutional case exposure, technical platforms, and multidisciplinary maturity rather than training deficiencies [~W] (interviews, one programme in China)

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

Principle

If the brief says…	Then change…	Basis
Adults in a work setting (workplace-clinical), or a mandatory course with a set target	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

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 (from the wording)	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) (from the wording)	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

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

Principle

If the brief says…	Then change…	Basis
adult-workplace training in a noisy setting (a shop floor, a ward) (from the wording)	Explain away from the noise, then demonstrate on the floor; give a laminated written job aid with the key steps in the learner's own terms; agree visual signals for the noisy part	untested proposal

Contiguity Principle (Spatial and Temporal)

Principle

If the brief says…	Then change…	Basis
High stakes: a certification exam, clinical or safety training (from the wording)	Do not rely on the effect alone to carry to delayed or on-the-job performance; test that performance directly	untested; the effects here were measured soon after short lessons

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
The brief wants a whole-task performance kept whole (a recital, a clinical scenario, a product for a real audience) (from the wording)	Judge the whole performance against criteria the audience would recognize; do not split it into paper items to get skill scores; record per-criterion notes from the one performance instead	untested proposal

Cultural & Life Experiences Connections

Principle

If the brief says…	Then change…	Basis
Learners do not want to share personal experience (refugees, people in recovery, a mixed workplace) (from the wording)	Make every personal prompt optional and private first; offer composite or fictional cases as equal alternatives; never ask a learner to represent a group	untested; from the earlier page's constraints

Culturally Responsive Classroom Norms

Principle

If the brief says…	Then change…	Basis
Learners are adult, in adult-workplace or professional training (from the wording)	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

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 (from the wording)	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

Disciplinary Literacy

Principle

If the brief says…	Then change…	Basis
adult learners in work settings (nurses reading research, engineers reading standards, analysts reading reports) (from the wording)	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
An error on the job is costly (safety, compliance) (from the wording)	Keep the checklist in use as part of the system; add a check that each learner can say why each item is on it and what to do if the aid is unavailable, starting with the highest-stakes items	Untested as a design; a review reports that people offload the higher-value intentions more readily, leaving memory with the low-value ones if the aid fails (Higher-value intentions are more likely to be offloaded than lower-value ones [~W], one study reported second-hand, adults, a memory task)

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) (from the wording)	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 (from the wording)	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 (from the wording)	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
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) (from the wording)	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])

Epistemic Cognition

Principle

If the brief says…	Then change…	Basis
workplace-clinical learners (e.g. nurses judging health information)	Use the claims they will meet at work (health websites, research summaries); teach both source checking and study-method judgments if both occur, and assess each.	Untested proposal; one nursing study is single-session and is read in the checklist row

Evidence-Based Teaching and Scientific Reasoning

Principle

If the brief says…	Then change…	Basis
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

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 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 (from the wording)	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: Online Reading Strategies

Principle

If the brief says…	Then change…	Basis
adult learners in work settings (from the wording)	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

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) (from the wording)	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)	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 (from the wording)	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 (from the wording)	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 (from the wording)	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

Guided Practice

Principle

If the brief says…	Then change…	Basis
The task has many steps or hidden decision points, or an error on the job is costly (safety, compliance, harm to a client) (from the wording)	Plan more guided rounds per step; raise the release criterion (more consecutive unaided successes, on representative tasks); add a stage of unassisted work under supervision before full independence; define what "working alone" means (no supervision, or supervision with a way to escalate)	untested proposal; from the earlier page ("multiple steps, hidden decision points, or a high likelihood of early error")

Handouts/Online Guides/Visual Reading Aids

Principle

If the brief says…	Then change…	Basis
Learners are adult in a work setting (procedures, compliance, equipment) (from the wording)	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

Holistic Learning

Principle

If the brief says…	Then change…	Basis
Learners are adults in a work setting (adult-workplace) (from the wording)	Take the whole from their own work: the complete workflow or a real case they handle; elicit what they already do and start at the part where their account breaks down	untested proposal; whole-task practice and transfer [+W] is an argument, not a study

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
Adults in a work setting (supervisors of apprentices or trainees, workplace-clinical)	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

Learning-for-Use (LfU) Model

Pattern

If the brief says…	Then change…	Basis
adult-workplace learners, the task is their own work problem (from the wording)	Use a real case from their work as the motivating task and a real decision as the refine task; run the construct phase as short guided analyses with a facilitator synthesis.	Untested in workplaces; problem-first effects rose with grade level [~M], g = 1.03 for postgraduates and professionals (education settings, not workplace training)
The motivating material is private or sensitive (learners' own health, family or workplace data) (from the wording)	Let learners choose whether to use their own case or a supplied one, and who sees their attempt; collect questions anonymously.	Untested proposal

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

Mindfulness Activities

Principle

If the brief says…	Then change…	Basis
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)

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) (from the wording)	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
The output is a performance or product for a real audience, kept whole (a presentation, a clinical handover, a recital) (from the wording)	Use the mnemonic to rehearse the order beforehand, then run the performance whole; do not turn it into recall items	untested proposal

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
The goal is a complex-skill or performance (a lab, a clinical task, a design) (from the wording)	Combine an observed performance or product with the learner's short written or spoken account of the decisions behind it; use one rubric for both	untested; from the earlier page ("performance plus reflection"); the Authentic Assessment pattern holds the task design
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) (from the wording)	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

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)
The material is private or sensitive (a colleague's own lesson video, clinical cases, a learner's reflective record) (from the wording)	The observed person controls who sees the recording and the notes, and may end the arrangement; observers' notes are shared with the observed person first and with a supervisor only by agreement; keep observation for development apart from evaluation	untested proposal; that clinical supervision tied to evaluation has inconclusive research results is a monograph's report (Research on clinical supervision's effectiveness is inconclusive, partly because practice is diluted and tied to evaluation [~W])

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
The brief wants a whole performance kept whole (a presentation, a procedure on the job, a piece of writing) (from the wording)	Pair two whole performances, one with the flaw, rather than splitting it into items; ask where they differ and why it matters	Untested proposal

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
A whole-task performance the brief wants kept whole (a presentation, a clinical encounter, a lesson taught) (from the wording)	The partner watches the whole performance and then asks and corrects against the brief's criteria (one strength, one change, one question), rather than splitting it into parts to teach.	Untested proposal

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])

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) (from the wording)	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
The brief gives its own categories or criteria (a workplace's job terms, a programme's proficiency bands) (from the wording)	Build the bilingual glossary and the assessment in those categories, not new ones	untested proposal

Procedural Learning

Principle

If the brief says…	Then change…	Basis
The brief wants a whole-task performance kept whole (a full clinical procedure, a complete repair, a full presentation) (from the wording)	Keep every practice attempt a whole task; simplify the task (fewer variables, an easier case) rather than splitting it, and put the support around the whole; isolate a step only for a few minutes when one step keeps failing	untested proposal; whole-task argument [~W]
adult learners in a work setting, using the procedure on the job (from the wording)	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
Errors are costly on the job (safety, compliance, harm to a client) or stakes are high (from the wording)	More supported rounds per step; release only after several consecutive unaided successes on representative tasks; a stage of supervised unaided work before full independence; judge readiness only on unaided performance	untested proposal

Process-based Writing

Principle

If the brief says…	Then change…	Basis
Learners are adult, including in work settings (reports, case notes, proposals) (from the wording)	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)

Professional Development

Pattern

If the brief says…	Then change…	Basis
Higher-education faculty, teaching assistants or adult-education tutors (adults in work settings with little release time) (from the wording)	Use the same cycle with a peer observer from the same department; let the observed session be a seminar, lab or online class; time the cycle to the teaching calendar (one cycle per three or four weeks of teaching).	Untested; the coaching claims are from K–12 classrooms

Professional development should guide teachers on integrating digital content and tools, not just offer technical know-how

Principle

If the brief says…	Then change…	Basis
Learners are faculty in postsecondary teaching or trainers in adult-workplace settings (from the wording)	Keep the order (goal, one function, examples in their discipline, plan one class session); replace school release time with a scheduled course-design hour; use a colleague in the same discipline as the follow-up	untested proposal; the claims here are about school teachers

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)

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 (from the wording)	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 adults in a work setting (workplace-clinical: onboarding, certification, an appraisal)	Offer it as a private reflection before the assessment or feedback, never as part of the appraisal record; let the learner choose whether to do it	untested proposal

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) (from the wording)	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 (from the wording)	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

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

Principle

If the brief says…	Then change…	Basis
Material is private or sensitive (a learner's errors seen by peers, workplace records) (from the wording)	Keep error records with the learner; feedback is shown only to the learner unless they choose to share it	untested proposal
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

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 (from the wording)	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
Material is private or sensitive (health, personal history, workplace conflict) (from the wording)	Do not run it in a group chat; use a one-to-one channel the learner controls, or an anonymous question box; say who can read the log and how long it is kept	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
Adult second-language learners in short evening classes, reading workplace instructions (from the wording)	Use short texts (about 100–250 words, one procedure) read sentence by sentence; teach playback control as a skill (slow the voice, replay a sentence, replay a single word for pronunciation) and let learners practise privately with headphones; give teacher feedback in a form TTS can read aloud; each lesson end with one unaided reread of a step. If the brief names its own assessment (accuracy, control of playback, a reflection comparing listening and unaided reading), assess exactly those, and keep checks to one or two items so the class is not mostly testing	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 (from the wording)	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) (from the wording)	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])

Universal Design For Learning

Principle

If the brief says…	Then change…	Basis
Goal is a procedure or complex-skill whose format is the goal (handwriting, oral fluency, a clinical technique) (from the wording)	Keep the expression format fixed; vary only the routes into the content and the practice supports	untested; from the earlier page (options in how learners engage and access, not in what they are expected to learn)

Use computer tools that let students explore hypotheses and solutions faster so they can test many ideas without frustration

Principle

If the brief says…	Then change…	Basis
Learners are adults in a work setting (e.g. exploring a pricing model, a process simulation or a spreadsheet of their own operation) (from the wording)	Start from a question they bring from their work; use their own data or model where possible; let them set the goal from session 1, with a facilitator reviewing the test plan	untested proposal
The material is private or sensitive (learners' own finances, health or workplace data in a model) (from the wording)	Let the learner choose to use their own data or a provided dataset; the log stays with the learner and is shared only by their choice	untested proposal

User-Centered Design for Learning

Principle

If the brief says…	Then change…	Basis
Learners are adult or adult-workplace users with little time (from the wording)	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