{"id":5,"date":"2025-07-17T10:09:04","date_gmt":"2025-07-17T14:09:04","guid":{"rendered":"https:\/\/pressbooks.library.upei.ca\/designalignprocess\/?p=5"},"modified":"2025-09-03T07:17:46","modified_gmt":"2025-09-03T11:17:46","slug":"chapter-1","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.upei.ca\/designalignprocess\/chapter\/chapter-1\/","title":{"raw":"Toolpack A - Align Learning with What Students Actually Do","rendered":"Toolpack A &#8211; Align Learning with What Students Actually Do"},"content":{"raw":"<h1 style=\"text-align: center\">Toolpack A - Align Learning with What Students Actually Do<\/h1>\r\n<div class=\"textbox\">\r\n\r\n<em>I'll use this toolpack when...<\/em>\r\n<blockquote>\r\n<p class=\"hanging-indent\"><em>I want to make sure I\u2019m designing for more than just thinking tasks.<\/em><\/p>\r\n<\/blockquote>\r\n<\/div>\r\n<h2>Purpose<\/h2>\r\nHelp you spot whether your activities ask students to think, feel, do, or collaborate, so you can fill in any missing types of learning.\r\n<h2>Why it matters<\/h2>\r\nIf you only ask students to recall facts or solve problems, you miss out on helping them think critically and develop values, hands-on skills, and teamwork abilities that matter in real-world settings. These domains don\u2019t just shape activities \u2014 they should also be visible in both formative and summative assessments, so that what students practise is also what counts.\r\n<h2>When to grab it<\/h2>\r\n<ul>\r\n \t<li>You notice student engagement dips during labs or group work.<\/li>\r\n \t<li>You suspect you\u2019re over\u2011relying on quizzes or lectures.<\/li>\r\n<\/ul>\r\n<h2>What\u2019s inside<\/h2>\r\n<ol>\r\n \t<li><strong><a href=\"https:\/\/upeica-my.sharepoint.com\/:w:\/g\/personal\/joelmacdonald_upei_ca\/EUzxjo6Hn9VEtLv_UI87uSEB8xWH33WhXBwqauN6mXGuFQ?e=ZjYJpr\">Domains of Learning Definitions Table<\/a> (MS Word doc)<\/strong>\r\n<ul>\r\n \t<li>Clear descriptions and examples of four learning domains: cognitive, affective, psychomotor, and social<\/li>\r\n \t<li>Includes: learner behaviours, instructional purposes, and common verbs<\/li>\r\n \t<li>Use this as a quick reference when planning activities or writing targets.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong><a href=\"https:\/\/upeica-my.sharepoint.com\/:w:\/g\/personal\/joelmacdonald_upei_ca\/EQpLzGbV7IxEgxdUCZdCqrUBlKArwkuq3HVWcDOzXTz4rA?e=WlhAmc\">Single-Task Domain Breakdown<\/a>\u00a0(MS Word doc)<\/strong>\r\n<ul>\r\n \t<li>Use this grid to break down a single task into its primary and supporting learning domains.<\/li>\r\n \t<li>Promotes clearer understanding of what learners are really doing, beyond just course content.<\/li>\r\n \t<li>Helps you fine-tune task design so that affective, social, and sensorimotor demands aren\u2019t overlooked.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong><a href=\"https:\/\/upeica-my.sharepoint.com\/:w:\/g\/personal\/joelmacdonald_upei_ca\/ESO7SJSbaNpBkUT3hRLwowoByb0jEibfU6RaHZrw_vVx_g?e=ObqcM1\">Whole-Course Domain Map<\/a> (MS Word doc)<\/strong>\r\n<ul>\r\n \t<li>Map all course activities to see how different learning domains appear over time.<\/li>\r\n \t<li>Spot overreliance on one domain (e.g. cognitive) or gaps in experiential\/social learning.<\/li>\r\n \t<li>Supports intentional sequencing of domain-rich experiences that align with course goals.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n&nbsp;\r\n\r\n<img src=\"http:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo-300x61.png\" alt=\"The Teaching and Learning Centre's Logo\" width=\"300\" height=\"61\" class=\"alignnone size-medium wp-image-56\" \/>","rendered":"<h1 style=\"text-align: center\">Toolpack A &#8211; Align Learning with What Students Actually Do<\/h1>\n<div class=\"textbox\">\n<p><em>I&#8217;ll use this toolpack when&#8230;<\/em><\/p>\n<blockquote>\n<p class=\"hanging-indent\"><em>I want to make sure I\u2019m designing for more than just thinking tasks.<\/em><\/p>\n<\/blockquote>\n<\/div>\n<h2>Purpose<\/h2>\n<p>Help you spot whether your activities ask students to think, feel, do, or collaborate, so you can fill in any missing types of learning.<\/p>\n<h2>Why it matters<\/h2>\n<p>If you only ask students to recall facts or solve problems, you miss out on helping them think critically and develop values, hands-on skills, and teamwork abilities that matter in real-world settings. These domains don\u2019t just shape activities \u2014 they should also be visible in both formative and summative assessments, so that what students practise is also what counts.<\/p>\n<h2>When to grab it<\/h2>\n<ul>\n<li>You notice student engagement dips during labs or group work.<\/li>\n<li>You suspect you\u2019re over\u2011relying on quizzes or lectures.<\/li>\n<\/ul>\n<h2>What\u2019s inside<\/h2>\n<ol>\n<li><strong><a href=\"https:\/\/upeica-my.sharepoint.com\/:w:\/g\/personal\/joelmacdonald_upei_ca\/EUzxjo6Hn9VEtLv_UI87uSEB8xWH33WhXBwqauN6mXGuFQ?e=ZjYJpr\">Domains of Learning Definitions Table<\/a> (MS Word doc)<\/strong>\n<ul>\n<li>Clear descriptions and examples of four learning domains: cognitive, affective, psychomotor, and social<\/li>\n<li>Includes: learner behaviours, instructional purposes, and common verbs<\/li>\n<li>Use this as a quick reference when planning activities or writing targets.<\/li>\n<\/ul>\n<\/li>\n<li><strong><a href=\"https:\/\/upeica-my.sharepoint.com\/:w:\/g\/personal\/joelmacdonald_upei_ca\/EQpLzGbV7IxEgxdUCZdCqrUBlKArwkuq3HVWcDOzXTz4rA?e=WlhAmc\">Single-Task Domain Breakdown<\/a>\u00a0(MS Word doc)<\/strong>\n<ul>\n<li>Use this grid to break down a single task into its primary and supporting learning domains.<\/li>\n<li>Promotes clearer understanding of what learners are really doing, beyond just course content.<\/li>\n<li>Helps you fine-tune task design so that affective, social, and sensorimotor demands aren\u2019t overlooked.<\/li>\n<\/ul>\n<\/li>\n<li><strong><a href=\"https:\/\/upeica-my.sharepoint.com\/:w:\/g\/personal\/joelmacdonald_upei_ca\/ESO7SJSbaNpBkUT3hRLwowoByb0jEibfU6RaHZrw_vVx_g?e=ObqcM1\">Whole-Course Domain Map<\/a> (MS Word doc)<\/strong>\n<ul>\n<li>Map all course activities to see how different learning domains appear over time.<\/li>\n<li>Spot overreliance on one domain (e.g. cognitive) or gaps in experiential\/social learning.<\/li>\n<li>Supports intentional sequencing of domain-rich experiences that align with course goals.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo-300x61.png\" alt=\"The Teaching and Learning Centre's Logo\" width=\"300\" height=\"61\" class=\"alignnone size-medium wp-image-56\" srcset=\"https:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo-300x61.png 300w, https:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo-1024x207.png 1024w, https:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo-768x155.png 768w, https:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo-1536x310.png 1536w, https:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo-65x13.png 65w, https:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo-225x45.png 225w, https:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo-350x71.png 350w, https:\/\/pressbooks.library.upei.ca\/designalignprocess\/wp-content\/uploads\/sites\/117\/2025\/07\/TLC-Logo.png 2032w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" 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