Graphical representation of related information in which common or shared concepts are linked together Presenting students with a problem, scenario, case, challenge or design issue, which they are then asked to address or deal with provides students with opportunities to think about or use knowledge and information in new and different waysĭetailed story (true or fictional) that students analyse in detail to identify the underlying principles, practices, or lessons it contains Information provided by the instructor and/or peer(s) regarding aspects of one’s performance or understandingįeelings, thoughts, ideas and experiences specific to a given topic are shared by an invited presenter Verbal activity in which two or more differing viewpoints on a subject are presented and arguedįormal/informal conversation on a given topic/question where the instructor facilitates student sharing of responses to the questions, and building upon those responses Peer relationships, informal support structures, and teacher-student interactions/relationships Replica or representation of a real-world phenomenon that enables relationships, contexts, and concepts to be studied ![]() Goal-oriented exercise that encourages collaboration and/or competition within a controlled virtual environment Students experiment with decision making, and visualise the effects and/or consequences in virtual environments ![]() Oral report where students share their research on a topic and take on a position and/or role multiple-choice, short-structured, essay etc. presentation slides)Įxercise to assess the level of student understanding and questions can take many forms, e.g. Problem/task is presented to students where they are asked to provide the answer may be timed or untimedĬonvey concepts verbally, often with visual aids (e.g. Students are more likely to retain information presented in these ways if they are asked to interact with the material in some way. what the student is doing) and their examples provided below are by no means an exhaustive list, but will help you in thinking through how best to design and deliver high impact learning experiences for your students in a typical lesson. Many activities can be used to engage learners. What will students need to do to help them understand the topic better?.What are some relevant real-life examples, analogies, or situations that can help students understand the topic?.How can I engage students in the topic?.What will I do to illustrate the topic in a different way?. ![]() ![]() Some questions to think about as you design the learning activities you will use are: Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. Learning activities should be directly related to the learning objectives of the course, and provide experiences that will enable students to engage in, practice, and gain feedback on specific progress towards those objectives.Īs you plan your learning activities, estimate how much time you will spend on each. When planning learning activities you should consider the types of activities students will need to engage in, in order to develop the skills and knowledge required to demonstrate effective learning in the course. The Bloom’s Revised Taxonomy of Educational Objectives ( link) is a useful resource for crafting learning objectives that are demonstrable and measurable. Free from jargon and complex vocabulary describe specific and achievable tasks (such as ‘describe’, ‘analyse’ or ‘evaluate’) NOT vague tasks (like ‘appreciate’, ‘understand’ or ‘explore’).ĭescribe the essential (rather than trivial) learning in the course which a student must achieve.Ĭan be achieved within the given period and sufficient resources are available.Ĭan be demonstrated in a tangible way are assessable achievement and quality of achievement can be observed.Īll students, including those with disabilities or constraints, have a fair chance of achieving them.Ĭonsider the broader goals - i.e.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |