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{{T}}
[[Category:English]]
[[Category:Planning Educational Activities]]

{{BR}}
= Introduction =

Planning educational activities means deciding, in advance, how learners will move from their current level of knowledge and skill toward a defined vocational capability. For apprentices, trainees, and vocational students, good planning is especially important because learning often combines theory, demonstration, hands-on practice, workplace standards, safety requirements, teamwork, and assessment.

A useful plan does more than list what a trainer will say. It explains what '''you''' should be able to do, what evidence will show that you can do it, what learning experiences will help you succeed, what resources are needed, how risks and barriers will be managed, and how feedback will improve performance.

[[File:Apprentice-school-Euroinstitut.jpg|500px|frameless|center]]

The image above shows practical vocational learning in a workplace-like setting. Such learning is strongest when the activity resembles meaningful occupational practice while remaining suitable for the learner's current level of competence.

A practical planning question is: '''What should the learner be able to perform by the end, and what sequence of experiences will make that performance possible?'''

{{#ev:youtube|https://www.youtube.com/watch?v=4isSHf3SBuQ|500|center}}

The video introduces [[English:Backward design|backward design]], a planning approach that starts with desired results, then considers acceptable evidence, and only then selects learning activities.

{{BR}}
= Why Planning Matters in Vocational Learning =

Vocational learning aims at competent action in real or simulated work situations. A well-planned educational activity therefore connects several elements at once: occupational competence, learner needs, workplace realism, safety, available time, tools and materials, collaboration, feedback, and assessment.

Planning helps you avoid common problems such as interesting activities that do not support the intended outcome, demonstrations without enough learner practice, assessments that test something different from what was taught, or tasks that assume equipment and prior knowledge that some learners do not have.

Good planning also makes learning more transparent. When you know the purpose of an activity and the criteria for success, you can monitor your own progress, ask better questions, use feedback more effectively, and transfer learning to new workplace situations.

{{BR}}
== From Activity Ideas to Learning Design ==

An activity is not automatically educational just because learners are busy. A strong activity has a clear purpose, requires meaningful thinking or performance, gives learners a realistic chance to practise, and produces evidence that can be used for feedback or assessment.

For example, asking a trainee to watch a tool demonstration may support initial understanding, but it does not by itself show that the trainee can use the tool safely. A complete learning sequence could include explanation, trainer modelling, guided practice, independent performance, feedback, correction, and reflection. The exact sequence depends on the occupation, the learners, the risk level, and the intended outcome.

{{BR}}
= Plan Backward from Competence and Evidence =

Backward design is useful because it keeps planning focused on what learners should ultimately understand or perform. A simple three-stage sequence is:

# [[English:Learning outcomes|Learning outcomes]]: Identify the desired result in clear and observable terms.
# [[English:Assessment|Assessment]]: Decide what evidence would convincingly demonstrate that result.
# [[English:Learning activity|Learning activity]]: Plan the experiences, explanations, practice, resources, and feedback that will lead to the result.

In vocational education, the desired result may combine knowledge, decision-making, communication, quality, safety, and practical skill. The evidence should therefore match the kind of competence being developed. A written quiz may be appropriate for checking concepts, but a practical skill normally requires observation of actual or simulated performance.

{{BR}}
== Write Useful Learning Outcomes ==

A learning outcome describes what you should be able to do after learning. Strong outcomes use an observable action and make the expected context or quality clear enough to guide planning. Compare these examples:

{| class="wikitable"
! Less useful
! More useful
|-
| Understand workplace handovers
| Deliver a structured workplace handover that includes task status, identified risks, and the agreed next action.
|-
| Know how to inspect equipment
| Complete a pre-use visual inspection of training equipment using the approved local checklist and report any defect correctly.
|-
| Learn customer service
| Respond to a simulated customer request using the organisation's service steps and record the agreed follow-up action accurately.
|}

[[File:Bloom's revised taxonomy.svg|500px|frameless|center]]

[[English:Bloom's taxonomy|Bloom's taxonomy]] can help you vary the cognitive demand of outcomes. Remembering terminology may be necessary, but vocational competence often also requires applying procedures, analysing situations, evaluating options, and creating solutions.

{{#ev:youtube|https://www.youtube.com/watch?v=QXGOjzcQdhQ|500|center}}

When you write an outcome, check that the action can be observed or evidenced. Words such as ''know'' and ''understand'' can describe important aims, but they are often too broad for assessment until you specify what learners will do to demonstrate that knowledge or understanding.

{{BR}}
== Define Success Criteria ==

Success criteria describe what acceptable performance looks like. They turn a broad outcome into practical expectations. Criteria may address accuracy, completeness, sequence, safety, communication, time, quality, or compliance with a workplace procedure.

For a practical equipment-inspection activity, success criteria might require the learner to follow the correct inspection sequence, identify visible hazards, communicate a defect clearly, and avoid using unsafe equipment. Criteria should be appropriate to local rules and should never replace official safety procedures or qualified supervision.

{{BR}}
= Know Your Learners and Context =

Before choosing methods, analyse the learning situation. Ask what learners already know, what experience they bring from work placements or previous modules, what language or literacy demands the task contains, what support may be needed, and what differences in confidence, pace, access, or prior opportunity could affect participation.

Context matters too. A 30-minute classroom briefing, a two-hour workshop session, an online module, and a supervised workplace task require different plans. The same outcome may need different resources, group sizes, evidence, and safety controls in each setting.

{{BR}}
== Plan for Learner Variability and Access ==

Inclusive planning reduces avoidable barriers without lowering meaningful standards. [[English:Universal Design for Learning|Universal Design for Learning]] encourages educators to plan flexible ways for learners to engage with learning, access information, and show what they know or can do.

{{#ev:youtube|https://www.youtube.com/watch?v=bDvKnY0g6e4|500|center}}

In practice, you might combine a spoken explanation with a labelled visual, provide a demonstration that can be replayed, make written instructions easy to navigate, allow rehearsal before assessed performance, or offer more than one appropriate way to record reflection. Flexibility should support the same essential learning goal rather than quietly changing the required competence.

{{BR}}
== Consider Language, Numeracy, and Digital Demands ==

Vocational activities often contain hidden foundation-skill demands. A maintenance task may require technical vocabulary and measurement. A care task may require accurate documentation. A retail task may require mental calculation and professional communication. A digital task may require navigation through unfamiliar software.

Plan these demands explicitly. Decide which foundation skills are prerequisites, which should be taught inside the activity, and what supports can be provided without removing the core challenge.

{{BR}}
= Design the Learning Sequence =

A learning sequence is the planned order in which learners encounter, practise, and consolidate a capability. The following structure is useful for many vocational activities, although it should be adapted to the task:

# [[English:Prior knowledge|Prior knowledge]]: Activate what learners already know and identify misconceptions or gaps.
# [[English:Modelling|Modelling]]: Show or explain the process, decision, or product while making important thinking visible.
# [[English:Guided practice|Guided practice]]: Let learners try the task with prompts, coaching, examples, or partial support.
# [[English:Independent practice|Independent practice]]: Reduce support so learners take greater responsibility for the whole performance.
# [[English:Feedback|Feedback]]: Use evidence from performance to reinforce strengths and correct errors.
# [[English:Reflection|Reflection]]: Help learners explain what happened, why it happened, and how they would act next time.
# [[English:Transfer of learning|Transfer of learning]]: Vary the situation so learners apply the capability beyond the original example.

[[File:Kolb's Experiential Learning CYCLE (9443035785).jpg|500px|frameless|center]]

Experiential learning is especially relevant in vocational settings. Experience becomes more educational when learners have opportunities to reflect, connect experience with concepts, and test improved action in a new attempt or context.

{{BR}}
== Use Scaffolding Deliberately ==

[[English:Instructional scaffolding|Scaffolding]] is temporary support that helps learners perform a task they cannot yet complete independently. Examples include checklists, worked examples, cue cards, partially completed documents, trainer prompts, peer coaching, or step-by-step demonstrations.

Plan how support will be reduced. If scaffolds remain unchanged for too long, learners may become dependent on them. If support is removed too quickly, learners may practise errors or become unsafe. The goal is growing independence while maintaining appropriate supervision.

{{BR}}
= Choose Methods, Media, and Grouping =

Select methods because they serve the outcome, not because they are fashionable or easy to deliver. Useful vocational methods include demonstrations, coached practice, simulations, role-plays, case analysis, troubleshooting tasks, workplace projects, peer explanation, station work, scenario-based decision making, short focused presentations, and reflective debriefs.

[[File:Technology-enhanced active learning (classroom).jpg|500px|frameless|center]]

Active learning requires learners to do something with knowledge: apply it, explain it, compare options, solve a problem, make a decision, produce an artefact, or perform a skill. Technology can support this work, but it should not replace the learning purpose.

Choose grouping deliberately. Individual practice is important when each learner must demonstrate personal competence. Pair or team activities are useful when collaboration, peer feedback, role coordination, or shared problem solving are part of the learning goal. Make roles and accountability clear so that every learner participates meaningfully.

{{BR}}
== Select Media for a Learning Function ==

Use media to solve a learning problem. A diagram can show structure, a close-up image can reveal a component, a video can make a process replayable, a simulation can allow low-risk rehearsal, and a digital checklist can support accurate workflow.

When selecting media, check accessibility, relevance, accuracy, technical reliability, licence conditions, and whether the media can actually be used in the learning environment. Always plan an alternative when internet access or equipment is uncertain.

{{BR}}
= Plan Time, Resources, and Safety =

Time planning should include transitions, questions, distribution of equipment, set-up, clean-up, feedback, and unexpected delays. A plan that fills every minute with content often leaves too little time for the practice that learners need most.

[[File:Workshop at Regional Vocational Training Centre in Knjaževac 04.jpg|500px|frameless|center]]

Resource planning includes rooms, tools, consumables, devices, software access, handouts, personal protective equipment where required, accessibility supports, and qualified supervision. In workshop or workplace learning, safety is part of learning design rather than an afterthought.

A planning document should identify relevant hazards, required controls, stop conditions, emergency arrangements, and boundaries of learner responsibility according to local policy and law. Never invent safety rules for a task that requires specialist or regulated guidance.

{{BR}}
== Build a Contingency Plan ==

A contingency plan describes what you will do if the original activity cannot run as planned. Useful questions include: What if equipment is unavailable? What if the group is smaller or larger than expected? What if the session is shortened? What if a learner needs more practice? What if a digital platform fails?

A good alternative preserves the learning goal where possible. For example, if a machine is unavailable, a diagnostic sequence could still be practised using a safe training model, annotated photographs, or a scenario while the practical machine task is rescheduled for appropriate supervised access.

{{BR}}
= Plan Assessment and Feedback =

Assessment should be aligned with the outcome. [[English:Diagnostic assessment|Diagnostic assessment]] can identify starting points before instruction. [[English:Formative assessment|Formative assessment]] gathers evidence during learning so that you and the trainer can decide what to do next. [[English:Summative assessment|Summative assessment]] judges achievement at a defined point, usually against stated criteria.

{{#ev:youtube|https://www.youtube.com/watch?v=akMRUeEkIQw|500|center}}

Vocational evidence may include observation records, completed products, job sheets, calculations, explanations of decisions, customer or team communication, reflective records, or digital portfolios. Evidence should be sufficient for the decision being made and collected in ways that are fair, feasible, and appropriate to the competence.

Feedback is most useful when it is specific enough to guide the next attempt. Instead of only saying that a performance was good or incorrect, identify the relevant criterion, describe what was observed, and state the next improvement step.

{{BR}}
== Plan Checkpoints During the Activity ==

Do not wait until the end to discover that learners are confused. Add short checkpoints where the trainer can observe, question, listen, inspect work, or ask learners to explain a decision. The purpose is to gather evidence and respond.

For example, before independent practice, ask learners to explain the critical safety checks in their own words. During practice, observe one high-risk step closely. After practice, ask learners to compare their result with the success criteria and choose one next improvement target.

{{BR}}
= A Reusable Activity-Planning Template =

The table below can be adapted for a lesson, workshop, workplace activity, simulation, or short training session.

{| class="wikitable"
! Planning element
! Questions to answer
|-
| Learning context
| Who are the learners, where will learning happen, and what prior experience is relevant?
|-
| Learning outcome
| What should learners be able to do by the end?
|-
| Success criteria
| What will acceptable performance look like?
|-
| Evidence
| What will show that the outcome has been achieved?
|-
| Sequence
| What explanation, modelling, practice, feedback, reflection, and transfer are needed?
|-
| Learner support
| What scaffolds, accessibility options, language supports, or extensions are appropriate?
|-
| Time
| How long will each stage take, including set-up, transitions, and review?
|-
| Resources
| What rooms, tools, materials, devices, media, and documents are required?
|-
| Safety
| What official procedures, controls, supervision, and stop conditions apply?
|-
| Formative checks
| Where will you gather evidence during learning and adapt the activity?
|-
| Contingency
| What alternative will preserve the learning goal if conditions change?
|-
| Reflection
| What evidence after delivery will help improve the next version?
|}

{{BR}}
= Worked Example: Planning a Vocational Micro-Session =

Suppose the learning context is a supervised training workshop and the goal is to practise a pre-use visual inspection of a training tool according to the organisation's approved checklist. The exact technical and safety details must come from the local procedure and qualified staff; the example below focuses on educational planning.

'''Outcome:''' By the end of the session, learners can complete the approved visual-inspection sequence, identify an intentionally simulated visible defect, and report the defect using the required communication route.

'''Evidence:''' Each learner performs the inspection while the trainer observes against the approved criteria. The learner then explains why the identified defect requires the stated next action.

'''Sequence:''' The trainer activates prior knowledge, models the approved inspection, explains the reason for each critical checkpoint, coaches paired rehearsal on non-operational training equipment, observes individual practice, gives criterion-based feedback, and finishes with a short transfer scenario involving a different visible condition.

'''Access and support:''' The approved checklist is available in a clear visual layout, key technical terms are pre-taught, the demonstration is visible to all learners, and learners can rehearse before the individual performance.

'''Contingency:''' If the normal training tool is unavailable, the trainer uses a safe training model or high-resolution images for the recognition and reporting components, then reschedules the supervised practical inspection so that the complete outcome is still assessed appropriately.

{{BR}}
= Common Planning Problems and Better Responses =

{| class="wikitable"
! Planning problem
! Better response
|-
| Starting with a fun activity
| Start with the learning outcome and evidence, then select an activity that serves them.
|-
| Too much trainer talk
| Protect enough time for learner thinking, practice, feedback, and repetition.
|-
| One demonstration for everyone
| Add guided rehearsal, individual practice, and checkpoints before expecting independence.
|-
| Assessment does not match the outcome
| Use evidence that represents the same knowledge, judgement, communication, or performance described in the outcome.
|-
| All learners receive identical support
| Keep the essential standard stable while planning appropriate access, scaffolding, and extension.
|-
| Safety considered at the end
| Integrate official safety requirements, supervision, and stop conditions from the start of planning.
|-
| No backup option
| Prepare an alternative that protects the learning purpose when time, equipment, attendance, or technology changes.
|-
| No review after delivery
| Collect learner evidence and trainer observations, then revise the next version of the activity.
|}

{{BR}}
= Sources and Further Learning =

The planning approach in this aiMOOC is consistent with established guidance on [[English:Instructional design|Instructional design]], backward design, lesson planning, learning outcomes, and Universal Design for Learning. The following openly accessible resources are useful for deeper study:

# [https://citral.ucsb.edu/faculty/resources/course-planning/lesson-planning UCSB Center for Innovative Teaching Research and Learning: Lesson Planning]: Practical guidance on objectives, materials, sequencing, timing, and checking understanding.
# [https://www.sfasu.edu/ctl/resources/learning-design/backward-design Stephen F. Austin State University Center for Teaching and Learning: Backward Design]: An explanation of the three-stage backward-design process.
# [https://www.cast.org/resources/about-universal-design-for-learning/ CAST: About Universal Design for Learning]: Guidance on designing goals, assessments, methods, and materials for learner variability.
# [https://sites.google.com/umhb.edu/center-for-digital-learning/learning-objectives/how-to-write-effective-learning-objectives University of Mary Hardin-Baylor Center for Digital Learning: Learning Objectives]: Guidance and resources for measurable learning objectives.

{{BR}}
= Interactive Tasks =

{{BR}}
== Quiz: Test Your Knowledge ==

{{MC}}

'''What should guide the selection of learning activities in backward design?'''
(Desired learning outcomes)
(!Available classroom furniture)
(!The longest possible content list)
(!The trainers favourite activity)

{{E}}
<br>

{{MC}}

'''Which learning outcome is most directly observable?'''
(Complete a pre use inspection using the approved checklist)
(!Understand equipment)
(!Know workplace procedures)
(!Appreciate safety)

{{E}}
<br>

{{MC}}

'''Why are success criteria useful?'''
(They make expected performance clear)
(!They replace all feedback)
(!They remove the need for practice)
(!They guarantee identical learning speeds)

{{E}}
<br>

{{MC}}

'''What is scaffolding in educational planning?'''
(Temporary support that is reduced as competence grows)
(!A final grade for completed work)
(!A fixed script that never changes)
(!A replacement for learner practice)

{{E}}
<br>

{{MC}}

'''What should happen during guided practice?'''
(Learners practise with support and feedback)
(!Learners are assessed without preparation)
(!Trainers avoid observing performance)
(!Learners only copy notes silently)

{{E}}
<br>

{{MC}}

'''What is a central purpose of inclusive planning?'''
(Reduce avoidable barriers to meaningful learning)
(!Lower every performance standard)
(!Use one medium for every learner)
(!Remove all challenging tasks)

{{E}}
<br>

{{MC}}

'''Which evidence best matches a practical skill outcome?'''
(Observed performance against stated criteria)
(!Attendance at the session)
(!A list of textbook chapter titles)
(!The number of slides shown)

{{E}}
<br>

{{MC}}

'''Why should an activity plan include a contingency?'''
(To preserve learning when conditions change)
(!To avoid defining outcomes)
(!To eliminate all equipment use)
(!To replace assessment criteria)

{{E}}
<br>

{{MC}}

'''What is the purpose of reflection after practical experience?'''
(To connect experience with learning and future action)
(!To repeat the same error without analysis)
(!To remove the need for feedback)
(!To avoid transfer to new situations)

{{E}}
<br>

{{MC}}

'''What does alignment mean in activity planning?'''
(Outcomes activities and assessment support the same competence)
(!Every activity uses the same teaching method)
(!All learners finish at the same minute)
(!The trainer speaks for the whole session)

{{E}}
<br>

{{BR}}
== Memory Game ==

<div class="memo-quiz">
{|
|-
| Backward design || Start with desired results and evidence before planning learning activities
|-
| Success criteria || Descriptions of what acceptable performance looks like
|-
| Scaffolding || Temporary support that is reduced as learners gain independence
|-
| Formative assessment || Evidence gathered during learning to guide next steps
|-
| Contingency plan || Prepared alternative for changes in time equipment or attendance
|-
| Authentic task || Activity that resembles meaningful workplace performance
|}
{{E}}
<br>

{{BR}}
== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Match the correct terms.
! Topic
|-
| '''Learning outcome'''
| State what learners should be able to do
|-
| '''Success criteria'''
| Define what acceptable performance looks like
|-
| '''Formative check'''
| Gather evidence during learning
|-
| '''Scaffold'''
| Provide temporary support for performance
|-
| '''Contingency plan'''
| Prepare an alternative when conditions change
|}
{{E}}

<br>
...
<br />

{{BR}}
== Crossword Puzzle ==

<div class="kreuzwort-quiz">
{|
|-
| Alignment || What is the connection among outcomes activities and assessment called?
|-
| Feedback || What information guides improvement after performance?
|-
| Scaffold || What temporary support helps a learner work toward independence?
|-
| Evidence || What is collected to support a judgement about learning?
|-
| Safety || What planning area addresses hazards controls and stop conditions?
|-
| Sequence || What term describes the planned order of learning stages?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=Planning+Educational+Activities </iframe>

{{BR}}
== Cloze Text ==

<quiz display=simple>
{'''Complete the text.'''<br>
|type="{}"}
A strong activity plan begins with a clear { outcome } that describes what the learner should be able to do. Backward design asks you to decide acceptable { evidence } before choosing every learning activity. Success criteria make the expected level of { performance } visible. Vocational activities should offer enough guided and independent { practice } to build competence. Temporary support that can be reduced is called { scaffolding }. Regular checks during learning provide { formative } information for feedback and adaptation. Planning for learner variability helps reduce unnecessary { barriers }. Equipment hazards and required protective measures belong in the { safety } plan. A backup route for missing tools or shortened time is a { contingency } plan. After delivery, reflection helps you { improve } the next version of the activity.
</quiz>

<br>

{{BR}}
= Open-Ended Tasks =

{{BR}}
=== Easy ===
# [[English:Activity audit|Activity audit]]: Choose one educational activity you have experienced and write a short analysis of its outcome, practice opportunity, feedback, and evidence of learning.
# [[English:Outcome rewrite|Outcome rewrite]]: Rewrite four vague learning goals from your vocational field as observable learning outcomes that could guide an activity plan.
# [[English:Timing map|Timing map]]: Create a one-page visual timeline for a 45-minute training activity that includes an opening, modelling, practice, feedback, and review.
# [[English:Resource checklist|Resource checklist]]: Produce a checklist of rooms, tools, materials, media, documents, and access supports needed for a simple vocational learning activity.

{{BR}}
=== Standard ===
# [[English:Microteaching|Microteaching]]: Plan and deliver a ten-minute micro-session to peers, then collect two pieces of feedback about alignment, clarity, and learner participation.
# [[English:Learner interview|Learner interview]]: Interview an apprentice, trainee, or vocational student about barriers and supports they have experienced in practical learning, then summarise three planning implications.
# [[English:Accessible redesign|Accessible redesign]]: Take an existing worksheet, demonstration, or digital activity and redesign it to reduce avoidable language, access, or navigation barriers while keeping the essential learning goal unchanged.
# [[English:Workplace observation|Workplace observation]]: Visit an appropriate training workshop, workplace learning area, or simulation room with permission and record how space, tools, supervision, communication, and safety shape possible educational activities.

{{BR}}
=== Advanced ===
# [[English:Simulation project|Simulation project]]: Design a realistic vocational scenario that requires learners to make decisions, perform a task, receive feedback, and apply the learning in a changed situation.
# [[English:Evidence system|Evidence system]]: Build an assessment package for one practical outcome that includes success criteria, an observation tool, a learner self-check, and a plan for formative feedback.
# [[English:Cross trade design|Cross trade design]]: Work with learners from a different vocational field to create one transferable activity on teamwork, communication, quality, or problem solving and explain how the context changes across occupations.
# [[English:Improvement study|Improvement study]]: Run the same short educational activity twice, change one planning feature between versions, collect learner evidence ethically, and present the results in a brief report, poster, or video.

{{:Open Task - Create a MOOC}}

{{BR}}
= Learning Assessment =

# [[English:Alignment case analysis|Alignment case analysis]]: Given a vocational activity plan, identify where the outcome, practice, and assessment do not align and justify two changes that would produce stronger evidence of competence.
# [[English:Safety and contingency reasoning|Safety and contingency reasoning]]: Analyse a workshop scenario in which equipment becomes unavailable and explain how you would preserve the learning goal without bypassing official safety rules or required supervision.
# [[English:Inclusive redesign challenge|Inclusive redesign challenge]]: Redesign a planned activity for a mixed group with different prior experience, language confidence, and access needs while defending which standards must remain unchanged.
# [[English:Assessment decision|Assessment decision]]: Compare a written quiz, an observed performance, a product sample, and a reflective explanation for one vocational outcome and argue which combination would provide the most appropriate evidence.
# [[English:Transfer plan|Transfer plan]]: Design a follow-up activity that requires learners to apply the same core competence in a new workplace situation and explain how you would judge successful transfer.
# [[English:Reflective evaluation|Reflective evaluation]]: Use learner evidence, timing notes, and trainer observations from a delivered activity to propose three specific improvements for the next version and explain the reasoning behind each change.

<br>
<br>

{{BR}}
= Evidence of Learning =

{| class="wikitable"
! Evidence type
! What strong evidence could show
|-
| Knowledge
| You can explain why learning outcomes, success criteria, learner analysis, sequence, assessment, access, resources, safety, and reflection belong in an activity plan.
|-
| Planning skill
| You can produce an aligned plan in which activities and assessment clearly support the intended vocational competence.
|-
| Facilitation skill
| You can organise modelling, guided practice, independent work, checkpoints, feedback, and reflection in a purposeful sequence.
|-
| Inclusive design
| You can identify avoidable barriers and plan appropriate supports without removing the essential standard.
|-
| Planning product
| You can create a usable activity plan with timing, resources, success criteria, evidence, safety considerations, and a contingency.
|-
| Transfer achievement
| You can adapt the same planning principles to a different occupation, learner group, setting, or delivery mode and justify the changes.
|}

<br>
<br>

{{BR}}
= OERs on the Topic =

An English Wikipedia article on lesson planning provides a useful open reference for the structure and purpose of lesson plans:

<iframe> https://en.m.wikipedia.org/wiki/Lesson_plan </iframe>

<br>

{{BR}}
= Linked Learning Areas =

{| align=center
{{:D-Tab}}
'''[[English:Planning Educational Activities|Planning Educational Activities]]'''
# [[English:Learning objectives|Learning objectives]]
# [[English:Backward design|Backward design]]
# [[English:Vocational education|Vocational education]]
# [[English:Active learning|Active learning]]
# [[English:Universal Design for Learning|Universal Design for Learning]]
# [[English:Formative assessment|Formative assessment]]
# [[English:Feedback|Feedback]]
# [[English:Instructional scaffolding|Instructional scaffolding]]
# [[English:Workplace safety|Workplace safety]]
# [[English:Instructional design|Instructional design]]
# [[English:Experiential learning|Experiential learning]]
# [[English:Transfer of learning|Transfer of learning]]
|}

{{BR}}
= aiMOOC Projects =
[[Category:English]]
[[Category:Planning Educational Activities]]
[[Category:Vocational Education]]
[[Category:Instructional Design]]
[[Category:Education]]
[[Category:Apprenticeship]]
[[Category:Teaching]]
[[Category:AI_MOOC]]
[[Category:GPT aiMOOC]]
{{MT}}

English:Planning Educational Activities - Versionsgeschichte

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