Your diagnostic will sharpen as evidence accumulates. Add the first item to the right.
Goals
0 items · thin
Learners
0 items · thin
Challenges
0 items · thin
Architecture
0 items · thin
Fine-Grained
0 items · thin
Assessment
0 items · thin
Visual 2
Instructional storyboard
HoldExploreIntervene
HOLD · 01
Lean into assessment
Assessment Plan is the course's most coherent layer — students and observers describe it consistently.
Direction · Preserve the existing structure and use it as a reference point when redesigning weaker areas.
EXPLORE · 02
Refine challenges
Instructional Challenges shows promise but the intent is not yet legible to learners across the full arc of the course.
Direction · Make the underlying pedagogical move visible — through framing language, transitions, or low-stakes checkpoints.
EXPLORE · 03
Refine architecture
Pedagogical Architecture shows promise but the intent is not yet legible to learners across the full arc of the course.
Direction · Make the underlying pedagogical move visible — through framing language, transitions, or low-stakes checkpoints.
INTERVENE · 04
Rebuild goals
Instructional Goals is where the course's stated ambition and learners' lived experience drift apart most.
Direction · Design a deliberate intervention that creates feedback, surfaces misconceptions, and supports transfer beyond the immediate task.
INTERVENE · 05
Rebuild learners
Learner Analysis is where the course's stated ambition and learners' lived experience drift apart most.
Direction · Design a deliberate intervention that creates feedback, surfaces misconceptions, and supports transfer beyond the immediate task.
Narrative diagnostics
Six dimensions, considered one at a time+
The course's instructional goals are present in the syllabus but do not consistently surface in the lived experience of class sessions. A short backward-design pass — restating goals as observable learner moves — would do more here than any new tool. If a technology is introduced, it should be a lightweight artifact that makes goals visible during, not just before, instruction. Grounded in principles of transfer, metacognition, and conceptual change, the goal is not to add more, but to make the existing instructional intent more learnable.
Evidence Library
Plug in what you have, in any order.
There's no fixed order. Drop in whatever you have — a syllabus, a student quote, a consultant's observation — and the diagnostic will start to sharpen.