Design Lessons That Work: A Checklist for Building Better Learning
In the fast-paced world of digital education, designing effective lessons isn’t just about covering content—it’s about creating experiences that work. Whether you're an educator, instructional designer, or training developer, you need a clear, practical framework to ensure your lessons are impactful, engaging, and learner-centered.
That’s why I created the “Design Lessons That Work” checklist—a simple, powerful tool to help you build or evaluate lessons that are both effective and accessible. In this post, I’ll walk you through how to use the checklist, why each area matters, and how it can support continuous course improvement.
Why Use a Design Checklist?
Even experienced educators can overlook key components when moving quickly or working across multiple platforms. A checklist:
Keeps your design focused on learning goals
Ensures nothing essential slips through the cracks
Encourages alignment between content, delivery, and outcomes
Supports consistent course quality across formats and teams
The goal isn’t perfection—it’s progress through intentional design.
What's in the “Design Lessons That Work” Checklist?
The checklist is organized into six key categories, each grounded in research-based instructional design principles:
1. Clear Objectives
Are the learning goals specific, measurable, and aligned with the content?
Can learners understand what they’re expected to do and why?
2. Meaningful Content
Is the lesson relevant to the learner’s needs, roles, or real-life context?
Does it build on prior knowledge or experiences?
3. Learner Engagement
Does the lesson include interactive elements (discussion, reflection, application)?
Are learners actively constructing knowledge—not just receiving it?
4. Effective Assessment
Are there checkpoints for understanding?
Do assessments align with the objectives and offer meaningful feedback?
5. Accessibility & Inclusivity
Are materials easy to access and use for all learners?
Have you considered readability, alternative formats, and diverse learner needs?
6. Intentional Technology Use
Is technology supporting the learning—not distracting from it?
Are tools chosen for their function, not just their flash?
How to Use the Checklist
Here are three easy ways to apply the checklist:
1. During Course Design
Use the checklist as a planning tool while developing lessons. As you outline each module or training session, check off each item to ensure you're addressing the full learner experience—not just content delivery.
2. As a Mid-Course Review
Pause midway through your course or training cycle to evaluate what's working and what isn’t. The checklist can guide reflective practice and help you identify areas for immediate improvement.
3. For Peer Review or Team Alignment
If you work in a team, use the checklist to guide design conversations and consistency across courses. It’s a great way to create shared expectations and reduce guesswork.
Checklist in Action: Real Use Examples
A college instructor uses it before uploading new lessons to the LMS each week.
An instructional designer walks SMEs through it to ensure clarity and alignment.
A corporate trainer uses it after pilot sessions to refine digital training modules.
Wherever you're working, the checklist can scale up or down to match the scope of your lesson.
Looking Ahead: Designing for Growth
As learning becomes more mobile, personalized, and tech-driven, tools like this checklist help us stay grounded in what matters most—the learner’s experience. By focusing on clarity, relevance, interaction, and accessibility, we can design lessons that don’t just deliver content, but deliver results.
Want the Checklist?
If you don’t already have it, you can download the “Design Lessons That Work” checklist here. It’s free to use, adapt, and share with your team.
Final Thought
Instructional design doesn’t have to be overwhelming. With the right tools and thoughtful planning, you can create learning experiences that work for every learner, every time. The “Design Lessons That Work” checklist is one step toward that goal.
