One tool that can be used to make the planned process transparent is the Agenda. Meaningfully translated, this means "that which is to be done".
An agenda makes the essential outlines of the planned work phases clear to the participants: start and end, mediation phases and phases of subjective discussion, breaks and meals, etc.
Participants can build clear expectations. They can intervene on this basis in good time and in this way help to shape their learning path as far as possible.
An agenda can be presented in different ways. A *purely verbal* agenda without any visualization is not recommended. 1. It has been known for decades from memory research how few details people are able to retain in their short-term memory. 1. In purely oral communication, the risk of misunderstandings is great. 1. There is no guarantee that all participants have their attention focused on the teacher at the exact moment the agenda is mentioned.
Certainly, a verbally presented agenda is nevertheless better than none at all, because at least an attempt is made to inform the participants. But on the whole, oral information is too fleeting and prone to disruption to be effective.
In our experience, it is indispensable to *visualize* agendas. There are numerous possibilities for this.
In school-based lessons, the planned steps can be written on the blackboard. In university didactics, a slide can take over this function. In adult education, the planned course can be made visible on a pin board with moderation cards, etc.
If extensive learning processes are planned (half days, whole days, several days), then it is recommended to hand out the agenda in the form of a handout. The presentation of a visualized agenda should be short. In contrast to the "Advance Organizer", which is more demanding in terms of content, here it is only about the sequence of the individual steps. An explanation that is too detailed has a tiring effect because the details cannot be retained.
When explaining the agenda, it is important for the leader to signal that the agenda is *modifiable* and open to change concerns that are brought forward.
Consequently, participants should always be given the chance to express their wishes and concerns about the process directly after the agenda. Time should be planned for this from the outset. If the leader observes that the participants have problems with the agenda, he or she can insert a so-called reassurance phase.
See Lernumgebungen erfolgreich gestalten, p. 131
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