You can approach cultivating high-impact practices with transparent design in many ways, but what makes the most sense to us is to start with the task and reverse-engineer the purpose and criteria for success. This is because much of student work is task-based; we expect our workers to successfully complete tasks like shelving, paging/pulling items, answering patron questions, etc.
Once we’ve identified the skills and knowledge relevant to the purpose and criteria for success, we can write a sentence that frames the task in a way that can be useful in training. Let’s go back to our shelving example:
What tools do students use to shelve? (Remember: skills are generally verbs and knowledge is generally nouns. And Bloom’s Taxonomy can help you name skills!)
: arranging books in their correct order; paying attention to detail
: Library of Congress call number system; layout of the collection in the building
Now how do students know they’re doing the task right?
: a system of reliably finding library items is working; books can be found
Why does the library need this task performed correctly? Use the criteria for success to inform your purpose statement.
: to make sure books can be found in the library when people need them
Now construct a sentence using these elements.
Students use the Library of Congress call number system [KNOWLEDGE] and building layout [KNOWLEDGE] to correctly arrange books on shelves [SKILL], paying attention to detail [SKILL], so that library books can be reliably found [CRITERIA FOR SUCCESS] when people need them [PURPOSE].
This gives us a full statement that explains the “how” and “why” we’re doing something! (See Transparent Design – The Basics) We’re calling this a “framework for training,” but you can use it in writing job descriptions and general conversations about why things need to be done a certain way.
A piece of work that needs to be done. See Tasks.
Included in the purpose statement; what the student will practice to accomplish a task. Skills are usually verbs. See Purpose - Skills.
Included in the purpose statement; information the student needs to accomplish a task. Knowledge is usually nouns. See Purpose - Knowledge.
The standard by which the results of the task will be judged. This is done by defining the characteristics of the finished product, providing multiple examples in real-world practice and encouraging creativity. See Criteria for Success.
The reason for which something is done, is created or exists. The purpose is a clear statement that you give to students that explains the "why" of the task you are asking them to do. See Purpose.