It is an activity designed or deployed by a

teacher to bring about, or create the

conditions for learning.

LNGLENAIRS
TVATECIESI
 LEARNING
ACTIVITIES
Oh no! My teacher told us to bring scissors,
eggs, yarn, newspapers, and a compass.
Would you mind to tell me, what activity
could it be?

PEPXSIMRETN
EXPERIMENTS
Kokak! The script being given by our teacher
are awesome! Can you guess what activity
do we have tomorrow? My mom are asking.

SOLERU
GYPILANT
 ROLE
PLAYING
LEARNING ACTIVITIES

activities designed or deployed by the

teacher to bring about, or create the
conditions for learning.
 Pedagogical character or focal intent
of the activities selected.

What do I want to achieve with this

activity?
How will I achieve my aims?
Which Knowledge Process is best
suited to achieving my aim?
 THE PEDAGOGICAL EFFECTIVENESS
OF A LEARNING ELEMENT
Can be traced to…
(1) the mindful selection of learning activities based
on the Knowledge Processes which those activities set
in motion;

(2) the establishment of direct links between those

activities and the intended Knowledge Objectives;

(3) and the careful sequencing of those activities such

that they build on, or contribute to, the learning of
earlier or later activities.
 A teacher who is mindfully engaged with
considering and choosing learning
activities based on the Knowledge
Processes which those activities activate is
thinking through the purpose of those
activities and what kind of work she
wants her students to be engaged in –
what kind of thinking-acting-being.
 Intent is clear on both Each activity should be
parties. meaningful.

TYPES OF LEARNING ACTIVITIES

“The teacher's fundamental task is to get students to

engage in learning activities that are likely to result in
achieving [the intended learning] outcomes. It is helpful
to remember that what the student does is actually
more important that what the teacher does. (Schuell,
1986)”
 I N T RO D U C T O R Y /
PRELIMINARY/
OPENING
A C T I V I T I E S
“Introduce yourself” – getting the students to know you,
and vice-versa. It is a getting to know each other
activity. Because building camaraderie is a good and
important start for your learning community.
 It invites people to actively participate. It
encourages them to get to know one another. It
sets the stage for having everyone learn from one
another. And, it helps build connections and
community – it warms and livens up the room.

Games
Anecdote/Story Telling
Action songs
energizers
Human Bingo
 the concept of growth refers to the addition of new
components or skills through the appearance of new
D Ecells,
V Edevelopment
L O P M Erefers
N T to
A Lthe refinement,
A C Tand
improvement, I V expansion
I T I E S of existing skills through
the refinement of cells already present (Schuster, 1992).

The most fundamental level, development

activities involves change. This change must be
cumulative and systematic; random change is not
considered to be developmental in nature.
Data Gathering
Application
Organizing Activity
Activities
and Summarizing activities
Creative and Expressive Activities
Activities that are done during the
This will be helpful in measuring the
1. This
Vocabulary type
application
wordsofor
ofinvolvement
drawing an objectinor data
animal
These
extent activities
of
related the the
understanding
to lesson concepts.
provide proper.the of The
use
the of
gathering
intention
2. Riddles and provides
here is
puzzles to
can more
enable
also be opportunities
the
used for students
a start.
imagination
experiences
3.for
Aftermeaningful and
during
the activities, expression
the
learning
students mayactivities
as
be oftoas
well
asked one’s
and
to
feelings,
it will master
thoughts,
measure
summarize, and
analyzeas improve
in and
well
writtenif their
ideas about
objectives
form.
4.performance independent
The new concepts and identify
and insights study.
the
gathered content
from the
thehave
insights beenacquired.
activities. met.
areas that have to be improved.
 CONCLUDING
ACTIVITIES

Usually are activities students engaged in

as part of the application of the newly
acquired knowledge.
CONTENT FOCUS
AND
INTERACTION
Activities which involve student interaction with
content can include listening to and/or watching
a live or recorded talk, engaging with a written or
visual text, engaging with multimedia, or a
combination of these.
Live Lecture (Online or On campus)
Provide information orally, supported by
slides, in 4 to 7 minute blocks, interspersed
with short interactions such as asking
students to respond to a related question.
Assigned Reading/text
Provide students with access to a text (e.g., journal
article, blog, multimedia presentation). Accompany
the text with a number of questions which will
help guide students' focus as they engage with
the text.
 INTERACTIVITY
(W I T H O T HE R S)
FOCUS

Peer relationships, informal support structures,

and teacher-student interactions/relationships all
contribute to a student's social presence in a unit.
Facilitated synchronous discussion
Set of questions are provided to students for
consideration prior to a scheduled session. In small
groups of 10-20, the teacher facilitates student
sharing of responses to the questions, and building
upon those responses.
Group Assignments
Students are organized into smaller groups of
three or four for the entire semester, a week, a
fortnight... Each group has an assigned task,
and each member an assigned role
CRITICAL THINKING

Activities that provide students with

opportunities to think about or use
knowledge and information in new and
different ways
Digital story development

Students (as individuals, pairs, or in

groups) are provided with a scenario or
case study which they must analyze.
 PRODUCTION

Activities that ask students to produce

something can be an effective way of
assisting them to engage with ideas and
concepts at the level you wish them to.
One minute paper

During a lecture, ask students to stop

and spend one minute (and no longer)
responding to a key question about the
topic being covered.
 PROBLEM
SOLVING

Presenting students with a problem, scenario,

case, challenge or design issue, which they are
then asked to resolve, address, meet, or deal
with provides students with a visible and clear
reason for learning.
 REFLE CTION

an activity that supports the development of

students' meta-cognition, that is, their
understanding of how they think, learn, and
understand.
 Self-Assessment
After students have completed a learning
activity or assessment task, provide them
with a set of criteria to use to assess the
quality of their work.

Prior Understanding
Towards the start of a new topic or module,
present to students the name of the topic, and/or
some key words of relevance to the new module.
DEVELOPMENTAL CONCLUDING OPENING
ACTIVITIES ACTIVITIES ACTIVITIES

ANECDOTE/STORY
FIELD
ROLE
HUMAN TRIPS
REVIEW
THESIS
PLAYING
ONE-MINUTEBINGO
REFLECTION
TELLING
PAPER
 Learning Activities

Prepared by: Palma Angella A.

http://newlearningonline.com/learning-by-design/glossary/learning-activity

http://www.teaching-learning.utas.edu.au/learning-activities-and-delivery-modes/planning-learning-
activities/examples-of-learning-activities
https://www.slideshare.net/martianne21/appropriate-learning-activities-introductory-and-
developmental-activities