| Many teachers of higher education wish to provide instruction that supports student learning while not always finding it easy to implement the desire. The model for a unit of instruction described here provides a mental map to overlay decisions about instructional strategies in order to assess the extent to which they align with theories of learning and with research in higher education directed to supporting learning. The model provides a framework that highlights the critical role of practice, structure and formative feedback in the learner?s preparation for formal summative assessment and is proposed as a design tool and a chronology for instruction and for learning |