# From a study attempt to a teaching design

Moves from a learner’s retrieval attempt to an educator’s aligned task and feedback design.

1. [Lecture 10: Memory I](https://ocw.mit.edu/courses/9-00sc-introduction-to-psychology-fall-2011/resources/lecture-10-memory-i/)
   Begin with an account of memory before choosing a study technique; this supplies the broader question of what remains available later.
   Task: Select a concept from the lecture. Write what you can explain now and what a delayed attempt would need to demonstrate.

2. [Retrieval from Long-Term Memory](https://nptel.ac.in/courses/109103134)
   Narrow the question to retrieving long-term information, following the learner’s experience from exposure to a later attempt.
   Task: Close the source, explain the concept from memory, then reopen it and mark one missing relationship. Do not treat one attempt as an experiment proving a technique’s effect.

3. [Instruction for Metacognition](https://nptel.ac.in/courses/127108781)
   Metacognition adds a question about judging the attempt: how does a learner know that an explanation is incomplete?
   Task: Compare your confidence before checking with the specific correction you made. Record the discrepancy without inventing a numerical accuracy score.

4. [LeD 4.4A: Constructive Alignment](https://nptel.ac.in/courses/127101013)
   Move from a learner’s attempt to an educator’s design: constructive alignment connects the intended outcome with the task.
   Task: Write one objective using an observable verb. Decide whether your recall task actually tests that objective.

5. [LeD 4.4B: Implementing constructive alignment](https://nptel.ac.in/courses/127101013)
   Keep the implementation lecture beside the principle so that the route produces a concrete design.
   Task: Draft a practice activity and a later assessment requiring the same kind of reasoning with different examples. Identify one mismatch and repair it.

6. [LeD 3.3: Feedback to Learners](https://nptel.ac.in/courses/127101013)
   Feedback completes the cycle by connecting evidence from an attempt to what the learner should do next.
   Task: Write two feedback sentences: identify the actual gap and specify a revision. Explain how you would check whether the revision helped.

Original route: Evidence Press, CC BY 4.0. Linked teaching material retains its own rights. No videos or YouTube API payloads are included.