|Version 13 (modified by mastermanl, 7 years ago) (diff)|
Outcome-Based Activity Sequences
See also the the Model-Based Activity Sequences page.
Acquire content knowledge, skills
Teaching style: Content expert Link to exact style later
- Orientate students in relation to the topic.
- Break down concepts into component units. For each unit:
- Introduce each unit (content or skill).
- Students practise skill or recall content.
- Provide feedback on performance and provide remediation as necessary.
- Test students’ extended performance (i.e. the whole topic) and take any remedial action until assessment criteria are met.
Guidelines for planning
- Break down the topic of the session into component units (content and/or skills).
- For each component:
- Determine the success criteria.
- Create (or obtain) the resources you need in order to describe/explain it to the students.
- Decide what activity (or activities) the students will do.
T = Tutor; S = Students
|T||Give an overview of the whole topic to the students.|
|2. For each component of the topic:|
|T||Describe/explain the topic (i.e. the content or skill) to the students.|
|S||Carry out an activity to practise the skill or recall the content.||These can be comprehension(visualise, define, summarise)/test (MCQ, drill,problem, short answer)/remedial tasks. Link to appropriate types of activity + e-tools|
|T||Support the students (individually and/or collectively) with appropriate hints and advice while they are doing the activity.||teacher or e-adjunct? medium? differentiation|
|T||Give feedback when the activity is completed.|
|T||Give remediation if required before moving on to the next component.||need additional reinforcement activities?|
|3. Assess students’ performance on the whole topic|
|T||Describe/explain the assessment activity||suitable activities (MCQ, problems, short answers, essay) + tools for carrying them out; media for submitting work ||
|S||Carry out the assessment activity.|
Formulate, extend conceptual understanding
- Experimental: lab-based, field-based or 'virtual' (i.e. computer-based) activities
- Experiential: problem-based or case-based activities
- Critical: inquiry-based, research-based or discussion-based activities