The lessons featured in the Quantum Computing Program have been created based on three teaching and learning schemas; the GANAG Lesson Structure, the 9 high-yield instructional strategies and Flipped Classroom Instruction.

The 9 high-yield teaching strategies from The Art and Science of Teaching and Classroom Instruction that works, are instructional strategies identified as having positive effects on student learning. Both books are based on decades of research into effective instruction and use statistical information about the effect size of each strategy.

These nine strategies have been incorporated into learning activities in the Quantum Computing program and include:

• Identifying similarities and differences

• Summarizing and note taking

• Reinforcing effort and providing recognition

• Homework and practice

• Non-linguistic representations

• Cooperative learning

• Setting objectives and providing feedback

• Generating and testing hypotheses

• Questions, cues and advance organisers

All the lessons within the Quantum Computing Program have been designed to follow the GANAG lesson structure model created by Jane Pollock who updated the well known ‘Master Teacher’ schema by Madeline Hunter. The GANAG model involves creating a five- stage lesson plan that will cue the teacher to deliberately teach students to use high yield strategies for improved learning so that students will become ‘Master Learners – 21st Century Learners’.

The GANAG model has been used to create detailed lesson plans to guide teachers through the concept development in the Quantum Computing Program. The five GANAG lesson sections include:

This is the learning goal for the lesson - what you need to understand and remember.

What do you already know about the learning goal or topic?

This will introduce you to 'New' information, and the knowledge and skills you will need to practice and learn.

Can you apply the new knowledge and skills?

What have you learned? Is it consistent with the original learning goal?

A number of lessons in the Quantum Computing Program involve the application of ‘Flipped classroom’ instruction. A ‘Flipped classroom’ is a pedagogical model in which the typical classroom instruction and homework application tasks are reversed. This involves students viewing short videos at home prior to a lesson which will usually involve the completion of some form of consolidation activity, to ensure that students have understood the content being viewed. By exposing students to content prior to a lesson will allow in-class time to be devoted to students applying their understanding within the classroom where they can discuss their thoughts and seek assistance from the teacher, rather than completing activities at home.

In the ‘flipped classroom’ structure teachers will have more opportunities to facilitate active and engaging learning activities, and provide guidance and timely feedback for students. Students are expected to take more responsibility for their own learning, so there is a greater focus on exploring concepts and being able to demonstrate or apply learning in the classroom.

The ‘flipped’ lesson format requires students to have access to a computer or mobile device and the internet at home. Suggestions for distributing particular ‘flipped’ lessons have been included within applicable individual lesson plans. The ‘flipped’ lessons in the Quantum Computing Program are of two types, those that address ‘New Information’ and those that get students to ‘Apply Prior Knowledge’. Both types involve students viewing a short video and usually responding to some key questions, which should be reviewed during the ‘Goal Setting’ time in the classroom.