Your activities should align with and flow naturally from your objectives. Activities can include discussions, writing papers, doing projects, solving problems, etc.
Dwyer, 1991 – "If your final objective is to have learners engage in problem-solving,you inspect the instructional unit to make sure that the content contains the appropriate facts, concepts, rules/principles, etc. which are a prerequisite for that intended learners to engage in successful problem-solving."
Here are some questions to ask yourself when creating activities:
You want to select student activities based on the level of the objectives. Following are some examples of student activities related to different levels of cognitive learning.
|Level of Learning||Student Activities|
|Facts||Self-check quizzes, trivia games, etc.|
|Concepts||Have students show examples/non-examples, student generated flowchart, etc.|
|Rules/Principles||Design projects and prototypes, simulations, etc.|
|Problem Solving||Case study, small group discussion, critical thinking, teamwork, etc.|
Dwyer, F. M.(1991). A paradigm for generating curriculum design oriented research questions in distance education. Second American Symposium Research in Distance Education, University Park, PA: Pennsylvania State University.
Heinrich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996). Instructional Media and Technologies for Learning. Englewood Cliffs, NJ: Merrill.