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Outcome-Based Activity Sequences

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Outcome-Based Activity Sequences

Each of these sequences can be mapped to a specific type of learning outcome or to a particular teaching style.

See also the the Model-Based Activity Sequences page.

Top of page | Learning Activities page | Sandpit page

Acquire Content Knowledge, Skills

Teaching style: Content expert Link to exact style later

General overview

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.

Detailed sequence
T = Tutor; S = Students; + = Concurrent steps

			1. Orientate
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.	Need a way for students to ask questions during this activity.
	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			If the success critera haven't been met, give remediation (incl. reinforcement activities) 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.
T			Provide feedback.	medium?

Top of page | Learning Activities page | Sandpit page

Develop Conceptions: Experimental

Teaching style: Supervisor(in lab, on field trip) Link to exact style later

General overview

Offer a question or hypothesis to the students. Then elicit, acknowledge and challenge students’ current conceptions of issue/problem.
Set up the context in which students will conduct their research or experiment.
Students carry out their research or experiment. Teacher provides support and encourages discussion and reflection (as appropriate).
Assess students’ new or revised conceptions and provide feedback.

Guidelines for planning

Choose an appropriate field test or experiment.
- Decide whether students are to work individually or collaboratively in the learning session.
  - If students are to collaborate or take specific roles in the investigation, decide whether you want to pre-determine these or allow students to choose for themselves in the class.
- Provide the tools needed for research or testing.
Find or produce supplementary resources, incl. research methods, experimental protocols.
- Ensure the safety of the environment (carry out a risk assessment if required).

Detailed sequence
T = Tutor; S = Students; + = Concurrent steps

			1. Offer the question or hypothesis and elicit students’ conceptions
T			Give an overview of the whole topic to the students.
T	S		Elicit students’ current conception of the question/hypothesis.	Articulate (Write/speak)
T			Give feedback on the state of students’ understanding in relation to the question/hypothesis; challenge and rectify any apparent misconceptions.
			2. Set up the context for the research or experiment.
T	S		Assign students to groups/roles (see ‘Guidelines for planning’ above).
T			Make the tools needed available to the students.
T			Introduce (present) the tools. Explain any safety considerations and ensure the students understand them.
T			Demonstrate or model the method or protocol for investigating the issue or problem.	Need mechanism for students to ask questions.
	S		Practise the component parts of the method or protocol.
			3. Carry out the experiment or investigation
	S	+	Apply the method to carry out the experiment or investigation, using the tools and resources provided.	Activity types: interact, experience, record, reflect
	S	+	Record the data.	Activities: recording data
T		+	Guide the safe and effective implementation of the method while students are carrying out their work.
T	S	+	Encourage individual learning through analysis and reflection and/or	Reflection activity types: assess, analyse, interpret, draw conclusions
T	S	+	Encourage social learning through collaboration and discussion	Activity types: social task (discussion, collaboration)
			4. Assess students’ new or revised conceptions
T			Set assessment task.
	S		Carry out assessment task.	Articulation or Assessed task (project, report, assignment, practical, process capture)
T			Give feedback.	Method/medium of feedback