The author notes: "A personal anecdote is an apt opening to this article. An assignment I once had called for assessing texts in a pre-med curriculum. In reviewing a calculus text, a subject in which I had no expertise then or now, I had trouble following an "explanation." I was able to identify where and why the text let me down. The reason: I knew what "kind" of information I needed to be able to keep up. It was missing. The "design mindset" I brought with me was at play." The purpose of the proposed approach described in this article is to train learners for a similar capability. It is to train them for the skills needed to be able to address learning tasks in a calculated, analytic way. It is to prepare them for actively looking for and processing information needed to master the type of lesson goals set for them. To turn them from passive receivers of information into more active learners. Instilling a learner version, repeat, a learner version, of an "instructional design" mindset is the proposed path to do this. For this purpose three integrated instructional design based vehicles are introduced: Design Pre-training, Design Previews, and Design Tags. All three would reflect the learner's point of view. Achievement outcomes are anticipated to benefit from their introduction. That is the hypothesis being explored here.