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Design Qualities

Authenticity Refers to the possibility of linking learning tasks to things that are of real interest to the student.
Product Focus Refers to the opportunity to structure tasks and activity so that what students are to learn is linked to some product, performance, or exhibition to which the student attaches personal value.
Affiliation Refers to the possibility of designing tasks so that students are provided the opportunity to work with peers as well as with parents, outside experts, and other adults, including but not limited to the teacher.
Affirmation Refers to the possibility of designing tasks and activities so that the performance of students is made visible to persons who are significant in their lives.
Novelty and Variety Refers to the possibility of providing students the opportunity to employ a wide range of media and approaches when they are engaged in the activities assigned and encouraged.
Protection from Adverse Consequences Refers to the extent to which the task is designed so students feel free to try without fear that initial failures will bring them humiliation, implicit punishment, or negative sanctions.
Choice Refers to the possibility of designing tasks and activities so that students can exercise choice either in what they are to learn or how they go about learning that which it is required that they learn.
Clear and Compelling Product Standards Refers to the extent to which students are clear about what they are to do and what the products they produce should look like.
Content and Substance Refers to what is to be learned and the level of student interest in the subject or topic.
Organization of Knowledge Refers to the way the work is organized—for example, using a problem-solving approach, discovery approach, or didactic teaching—with consideration for the learning styles that are assumed or are to be addressed.
Created by: RoninSC