1 00:00:09,210 --> 00:00:15,029 Veteran teachers draw on their experience to help them select learning activities for their students. 2 00:00:15,029 --> 00:00:24,079 In this segment, you will learn a step-by-step process to select, combine, and sequence learning activities for your lesson. 3 00:00:24,079 --> 00:00:34,873 In order to determine the particular LATs that will comprise the lesson that you are designing, consider the experience from the perspective of your students. 4 00:00:34,873 --> 00:00:39,156 Imagine that you will be a student working to meet the learnign goals that you noted and classified earlier. 5 00:00:39,156 --> 00:00:46,206 What kinds of learning activities would be most appropriate? 6 00:00:46,206 --> 00:00:52,716 Keeping the learning goals for the lesson in your mind, find the one or two taxonomies that would best help you plan this lesson. 7 00:00:52,716 --> 00:01:02,916 Then, scan the subcategories in the taxonomies to determine those which are relevant to your planning. 8 00:01:02,916 --> 00:01:07,092 Please pause while you note the relevant sub-categories in your planning guide. 9 00:01:07,092 --> 00:01:14,242 Now that you have identified he taxonomy sub-categories to use for each learning goal, 10 00:01:14,242 --> 00:01:18,702 choose multiple LATs that would help your students to meet that goal. 11 00:01:18,702 --> 00:01:27,472 Please pause while you list these possibilities for each goal in your planning guide. 12 00:01:27,472 --> 00:01:31,612 Now that you've listed several possible LATs for each learning goal, 13 00:01:31,612 --> 00:01:35,422 it's time to select the particular LATs that will best help students to meet those goals. 14 00:01:35,422 --> 00:01:39,025 With so many options available, this can be challenging. 15 00:01:39,025 --> 00:01:45,125 We will share an example to help illustrate how you might go about this process. 16 00:01:45,125 --> 00:01:55,581 Consider, for example, a lesson focused on helping students to identify the goals and key features of the 13 original American colonies. 17 00:01:55,581 --> 00:02:05,101 Here are several knowledge building activities from the Social Studies taxonomy that could help students to meet this learning goal. 18 00:02:05,101 --> 00:02:12,571 One way to select LATs that are the best fit is to eliminate those that don't fit as well. 19 00:02:12,571 --> 00:02:15,981 One way to begin is to focus on the lesson's content. 20 00:02:15,981 --> 00:02:21,411 Which of the possible LATs don't match the content focus that well? 21 00:02:21,411 --> 00:02:29,021 For example, because the 13 original American colonies were founded in the 17th and 18th centuries, 22 00:02:29,021 --> 00:02:36,491 there are no audio recordings created at that time available to use in the lesson. 23 00:02:36,491 --> 00:02:46,259 So it makes sense to eliminate the listen to audio LAT. 24 00:02:46,259 --> 00:02:49,929 Games and simulations often require more background knowledge than this learning goal represents. 25 00:02:49,929 --> 00:02:57,932 Therefore, the game or simulation LAT would not be an appropriate choice for this particular learning goal. 26 00:02:57,932 --> 00:03:13,108 Finally, because of the early American History focus of the goal, it makes sense to eliminate the conduct an interview LAT, unless early American Historians are available for the students to interview. 27 00:03:13,108 --> 00:03:21,408 Learning activity choices can be further reduced by considering the overall learning experience that you are planning. 28 00:03:21,408 --> 00:03:24,288 If you are seeking to help your students to be more self-directed in their learning, 29 00:03:24,288 --> 00:03:29,778 you might consider eliminating having them view a didactic presentation. 30 00:03:29,778 --> 00:03:35,808 You might also consider eliminating a compare/contrast LAT that is similarly teacher-directed. 31 00:03:35,808 --> 00:03:45,821 Please pause now so that you can reduce the LAT possibilities for each learning goal in your lesson. 32 00:03:45,821 --> 00:03:51,581 Now that you've reduced the number of possible LATs for each of your learning goals, 33 00:03:51,581 --> 00:03:56,111 determine which of the LATs you feel are the best fit for helping students to meet each goal. 34 00:03:56,111 --> 00:04:02,441 Note that you may wish to combine multiple LATs to help students to address a single goal. 35 00:04:02,441 --> 00:04:07,284 A single LAT may also help students to meet more than one learning goal. 36 00:04:07,284 --> 00:04:10,574 Please pause to record these selections in your planning guide. 37 00:04:10,574 --> 00:04:19,414 Make sure that your list of learning activity types selections is finalized before proceeding to the next step. 38 00:04:19,414 --> 00:04:24,924 Imagine again that you are one of your students who will be working with this combination of LATs during a lesson. 39 00:04:24,924 --> 00:04:34,074 Try to imagine what you as a student would experience as you engage with these learning activities. 40 00:04:34,074 --> 00:04:40,454 Also, please consider discussing the advantages and disadvantages of your LAT choices with other classmates and teachers. 41 00:04:40,454 --> 00:04:47,210 Keep the contextual parameters that you specified in an earlier module in mind as you select these activities, too. 42 00:04:47,210 --> 00:04:55,374 Now, just one more time, check to make sure that these particular LATs would help the students to meet your lesson's learning goals in the best ways possible. 43 00:04:55,374 --> 00:04:58,450 If not, consider other alternatives.