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In a previous module, you identified the learning goals for the lesson that you are planning.

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You also considered some of the contextual parameters that will inform how you approach the learning experience with your students.

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In this module, you will select and sequence the specific learning activity types that will provide structure for the lesson.

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When designing learning experiences, it can be helpful to classify the goals that you have identified.

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Some learning goals primarily emphasize content and others primarily emphasize process.

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Rarely would a lesson be structured completely around one or the other.

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More often, teachers combine content and process goals to create a richer, more well-rounded experience for their students.

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Content goals help students to understand key concepts.

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For example, in a history lesson, students could be asked to define and explain the purpose of the Underground Railroad.

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In a science lesson, students might be challenged to identify the major steps of the water cycle and demonstrate how they are related to each other.

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In a math class, students could be asked to identify different types of interior angles and show how all change when one gets larger or smaller.

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Process goals are more action-oriented than content goals.

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They describe the skills, procedures and methods that students use in their learning.

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For example, in a science lesson students might be challenged to incorporate pulleys, wheels and axels in a single simple machine.

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In a math lesson, students might be asked to demonstrate how to solve a quadratic equation.

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In an English Language Arts lesson, students could be asked to develop a character web based on a novel’s protagonist.

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In a Spanish language class, students might be challenged to create a video-based introduction to a cultural festival.

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Now think about how you might combine content and process goals into a single learning experience.

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For example, in addition to identifying the major steps in the water cycle, students might then be challenged to create a stop-motion video to illustrate how the cycle functions.

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Similarly, prior to creating the character web, students would read the story, identify the protagonist and understand her relationships with other characters in the story.

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With this in mind, please look back at the learning goals that you wrote in the previous module and classify them primarily as content- or process-focused.

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If you have listed goals in only one of these classifications, please think about whether there are any implied learning goals missing. If so, please add those unstated goals.

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For example, if students are asked to write a haiku, this would be an example of a process goal.

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In order to write it, however, they would first need to understand the form and features of haiku, which is a content goal.

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If you similarly identify any assumed content or process goals, note them in your Planning Guide.

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Please pause here so that you can add this information to your Planning Guide before moving on to the next segment.