While Learning Designs can instantiate effective pedagogical approaches, there are many kinds of advice (for educators) that can accompany a Learning Design. At a micro-level, advice can be given about the framing of individual elements of a specific activity within a design (such as how to phrase an open question for students). At another level, advice can be given about a whole design, and this advice may come in many forms such as: background education theory, existing experience from using the design, practical details on implementation and advice on how to adapt/edit the design. At a higher level, advice can be provided on different types of designs and why one pedagogical approach might be chosen over another. These examples illustrate different levels of advice that can be provided to accompany designs, and much research remains to be done on the effectiveness of different types (and amounts) of advice. From another perspective, certain types of advice may be more useful at different stages in planning for teaching - different advice may be relevant to a whole of course redevelopment project as compared to a teacher who has very limited time to finalise their lesson plan for an impending class. This presentation will consider different types of advice to educators that can accompany Learning Designs and develop a model of their relationships at different levels and over time within planning processes. Paper presented under the title 'A differential model of effective advice for implementing learning designs'.