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5 Education Activities You Should Do

by janeausten
Education Activities

The teacher’s primary goal is to get students to take part in education activities learning that are likely to lead to the desired learning outcomes. It’s crucial to remember that the student’s actions are more important than the teacher’s (Schuell, 1986, p.429).

It’s also critical that each activity is relevant and contributes to student development and progression throughout the unit. Students should be able to interact with and improve their skills, information, and understandings in a variety of ways. Events must build on existing activities and prevent being repetitive. Meaningful activities elicit active, productive, intentional, authentic, and supportive responses from students. Useful learning exercises are those in which the student may apply what they’ve learned through participating in the activity in a different setting or for a different purpose. Students can, for example, apply their newly gained skills or information to an assessment task or the next activity in the class. The best LMS for schools ever designed to uncover a hassle-free way to manage day-to-day activities with great customizations and seamless integrations.

Focus on the Content (and Interaction)

Yet if the expected objectives for sessions or modules involve declarative or functional knowledge. The presentation of material to students will nearly always support them in some way. Listening to and/or viewing a live or taped talk. Interacting with a visual or written text, interacting with multimedia. Or a mixture of these activities can all entail student involvement with the material. Learners are more likely to remember knowledge presented in these forms if they are requested to participate in it in some way. This is why asking or inviting questions, or including another activity type after each and every 5 to 15-minute ‘grain’ of information, is beneficial.

Example: Assigned Reading/text

Give students access to a text, such as a journal article, a blog post, or a multimedia presentation. Create a set of questions to go along with the material that will help students focus as they read it. The questions could be used for personal reflection, addressed in a following synchronous session live or on-campus, presented as an online survey (weighted or unweighted) or poll, or mandated as part of an asynchronous activity (online), among other alternatives and possibilities.

Interactions (with Others) Focus

A student’s social presence’ in a unit has been proven to be positively correlated with both their accomplishment of learning outcomes and their assessment of the learning in that unit (Richardson & Swan, 2003). Peer relationships, unofficial support systems, and interactions/relationships between teachers and students all contribute to a student’s public interactions in a unit.

As a result, every unit should include learning activities that promote clear communication and team cohesion (as ways of developing social presence) as well as opportunities for active learning. Activities that emphasize or integrate social contact can help students achieve a variety of learning outcomes, including declarative and functional knowledge. All of these scenarios might be employed in an online or on-campus setting.

Example: Facilitated synchronous discussion-

Before to a scheduled session, students are given a series of questions to consider. The teacher supports student sharing and building upon replies to the questions in small groups of 10-20 students. During the session, further queries for discussion may be introduced in order to advance the analysis and understanding created by the discussion.

Thinking Critically

Students’ growth of critical thinking abilities, which is one of the primary selling aspects of university education, will aid by activities that allow them to think about or apply information and knowledge in new and unusual ways. After students have gotten comments from the initial exercise, critical reasoning activities can often be added to other learning activities.

Example: Development of digital stories-

Students are given a situation or case study to analyze, either alone, in pairs, or in groups. They create a 5-minute digital story that highlights the pertinent topics, including stakeholders, options, repercussions and consequences, and so on, as they relate to your field and context. These digital tales are share on MyLO and utilize in later sessions for class analysis, peer feedback or assessment, oral advocacy in which the author(s) of the digital narrative defend and explain their reasons, or official formative evaluation from the instructor, among many other things.

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Requesting that students create anything can be an excellent strategy to help them interact with concepts and ideas to the extent you desire. It has the potential to facilitate ‘deep’ learning. It’s worth mentioning that, given the pervasiveness of tech and its possibilities, there’s no longer any requirement for production to be mostly textual, with the spectrum of viable forms of production expanding all the time, limited only by your imagination.

Example: Infographic-

You can ask students to create an infographic to describe, explain, and visualize information when they are understanding processes or procedures, dealing with statistics, figures, and dates, learning about complicated ideas with interactions on multiple levels, or something similar. Students can work on the infographic outside of plan sessions, and that distribute to the entire class through MyLO. The infographics also could serve as a jumping-off point for further research and/or debate.

Solving Issues

Students give an issue, scenario, case, challenge, or design issue to solve, handle, meet, or deal with, which provides them with a visible and unambiguous cause for studying. If they need to have knowledge, understanding, or skills that they do not already possess in order to address the problem, they will be motivated to acquire them. This activity will also be a great MBA dissertation help the in future. The size and scope of the challenge, as well as the amount of scaffold offered by you, the instructor, will require careful consideration and connection to the unit, module, and/or session learning outcomes.

Example: Simulation-

Students are given a situation and are then give the opportunity to engage with people and/or robots who react to their decisions and actions as if they were in real life. Following the simulation, the student considers the repercussions of their decisions and actions, frequently in response to queries from peers or the teacher.

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