- Is there a clearly formulated specific learning aim for the study task?
- Is the importance of the learning aim clear?
- Are the study activities clearly formulated and practicable? I
- Is the relationship between activities and learning aim clear?
- Are the expected results of the study task clearly described, including the criteria for assessing results?
- Is there an explanation for the way in which the results are discussed?
- Are the study tasks (depending on their place in the course): not too easy or too difficult?
- •not too narrow or too broad? •achievable in the available time; not too complex or too simple? •in harmony with the students’ self-development?
- Is there a good coherence in the study task? The four parts (introduction, teaching aims, instructions and follow-up discussion) must logically connect with each other.
Problem task, discussion task, strategy task, application task , study task, ….