Plan learning activities

Learning activities should meet the following criteria:

• being directly related to the learning objectives
• being predicated on students’ learning profile (ability, interests, preferences, needs, etc.)

When considering what learning activities to organize in a lesson, teachers can refer to the curriculum mapping platform where a list of recommended activities is presented. It should be noted that these activities are optional, not mandatory. Teachers can make their own choice in whether to adopt these suggested ideas or design some of their own that better suit their students’ needs.

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A variety of activities can be employed to engage students. Based on the teaching & learning goals, class profile and classroom environment features, a careful selection of activities is required to ensure a high impact learning experience delivery to students. Below is a table of different types of activities and their descriptions.

Activity Type	Learning Activity	Description
Interaction with content Students are more likely to retain information presented in these ways if they are asked to interact with the material in some way.	Drill and practice	Problem/task is presented to students where they are asked to provide the answer; may be timed or untimed
	Lecture	Convey concepts verbally, often with visual aids (e.g. presentation slides)
	Quiz	Exercise to assess the level of student understanding and questions can take many forms, e.g. multiple-choice, short-structured, essay etc.
	Student presentation	Oral report where students share their research on a topic and take on a position and/or role
Interaction with digital content Students experiment with decision making, and visualise the effects and/or consequences in virtual environments	Game	Goal-oriented exercise that encourages collaboration and/or competition within a controlled virtual environment
	Simulation	Replica or representation of a real-world phenomenon that enables relationships, contexts, and concepts to be studied
Interaction with others Peer relationships, informal support structures, and teacher-student interactions/relationships	Debate	Verbal activity in which two or more differing viewpoints on a subject are presented and argued
	Discussion	Formal/informal conversation on a given topic/question where the instructor facilitates student sharing of responses to the questions, and building upon those responses
	Feedback	Information provided by the instructor and/or peer(s) regarding aspects of one’s performance or understanding
	Guest Speaker	Feelings, thoughts, ideas and experiences specific to a given topic are shared by an invited presenter
Problem solving and Critical thinking 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 ways	Case Study	Detailed story (true or fictional) that students analyze in detail to identify the underlying principles, practices, or lessons it contains
	Concept Mapping	Graphical representation of related information in which common or shared concepts are linked together
	Real-world projects	Planned set of interrelated tasks to be executed over a fixed period and within certain cost and other limitations, either individually or collaboratively
Reflection The process of reflection starts with the student thinking about what they already know and have experienced in relation to the topic being explored/learnt. This is followed by analysis of why the student thinks about the topic in the way they do, and what assumptions, attitudes and beliefs they have about, and bring to learning about the topic.	Reflection journal	Written records of students’ intellectual and emotional reactions to a given topic on a regular basis (e.g. weekly after each lesson)

(Source: https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning)