The CARD Model is particularly suited for lessons which are more process-based rather than outcome-based, or where the LOs deal with moral/emotional (affective) notions. To learn more about expressive outcomes and process-based lessons, complete this optional module.

This four component model helps your lesson planning by drawing your attention to the intentional design of reflective activities. Often, people spend time intentionally developing learning activities based on action and include reflective periods without distinct preparation.

Context

This part provides perspective and context. Learners focus their attention on the general direction for what is to follow. This may include setting the stage for the learning experience and prompting learners to view the topic from a certain perspective.

The context may include

The expressive outcome or affective objective
Introductory background information and reminders
Prompts to prepare learners for what is to come
Learner motivation, relevance to their lives
Parameters, group agreements, frames of reference
A general plan and preview of how the lesson will unfold, guidelines, directions, processes
Setting up the classroom climate including the physical space

Activity

Activity/activities that would have the learners go through a concrete experience which, supported by the Context, is the basis for realizing the LOs in the next parts of the lesson. Often the activity or exercise includes judgement and values. In contrast to lessons with cognitive learning objectives, the activity typically focuses on how learning happens rather than on what will be learned. The activity sets the stage for the intentional reflection.

Guiding questions for preparing the activity

What activity will prompt, evoke or faciltiate the required reflection related to learning?
How can learners experience the lesson from a certain perspective?
What roles do the instructor and learners have during the activity?

Reflection

A reflective follow-up activity to the previous stage, where the learners think back on their experience from the Activity stage and try to relate it to the Context and think of possible conclusions. Reflection can be done individually or through discussions. The reflection is intentionally structured and sets the stage for the documentation

Questions to guide reflections include

What happened?
How did this make you feel?
What did you think?
What did you learn? What are your insights?
What will you do now? What will you change?

Documentation

A final activity for learners to document the insights of the Reflection stage, and/or respond to a related question posed by the instructor. This is where learners might create something to take away from the lesson. To conclue, learners or instructor might summarize and debrief what happened with a focus on insights and implications of the lesson.

Documentation may include

Written documentation such as essays or journal entries
Artifacts
Learner-created goals or intentions

CARD Lesson Planning Template

Download this sample lesson plan to help structure your first mini lesson using CARD. In a typical CARD lesson, the focus is on Activity and Reflection which take up about 80% of the lesson in equal portions.

You can find more information on CARD and more lesson planning templates and sample lessons in part 2 of the ISW handbook.