Page 14 - Foundations of Learning, 4th Edition (Revised)

Structure of a Learning Activity

Every learning activity included in this book (as well as those available online) follows a dependable
flow, which is based closely upon the Learning Process Methodology. Let’s take a minute to dissect a
typical activity, so you can see not only the how of activity structure, but the why as well.

ACTIVITY 5.2

Applying the Problem Solving Methodology

Learning skills: integrating, interpreting, and validating

The activity header provides the location of the activity (5.2 means that the activity is paired with
Chapter 5 and is the second activity in that chapter). This is followed by the title which gives you an
indication of what the activity will require you to do. The next line lists the learning skills upon which
this activity focuses.

WHY

The Why statement explains the reason the activity is important and why it has been included as part
of this course.

LEARNING OBJECTIVES

The Learning Objectives list what you should be able to achieve or know, once you have completed
the activity.

PERFORMANCE CRITERIA

The Performance Criteria explain how your success in accomplishing the learning objectives is
measured. The Learning Objectives tell you WHAT you should be able to accomplish; the Performance
Criteria tell you HOW that accomplishment is demonstrated and measured. For example, if you had
an objective of learning to play the guitar, a criteria for that performance might be that you’ve learned
how to successfully finger a variety of chords. An attribute of that criteria could be that you have the
correct finger placement on each string. This is a relatively complex idea, but one with which you will
become comfortable. A good way to use the Performance Criteria is to review them as you begin work
on the activity, and then again after you’ve finished. If you’ve met all the attributes of each criteria,
you know that you’ve performed well.

8 Foundations of Learning