Choose Teaching Activities 

Selecting course activities is a key step in designing an effective learning experience. Once the learning objectives are clearly defined, the next task is to choose teaching and learning activities that actively support students in reaching those goals.

Learning activities are central to how students engage with, make sense of, and apply knowledge. Whether through lectures, group work, or other activities, each activity should be selected to support learning.

LECTURING AND ENGAGEMENT
FACILITATING GROUP WORK
ACTIVATING STUDENTS IN CLASS
TEACHING WITH CASES
SIMULATIONS AND ROLE PLAYS
EXERCISES AND ASSIGNMENTS

Vygotsky and scaffolding of student learning

To scaffold student learning means to provide structured, temporary support that helps students reach higher levels of understanding and skill than they could achieve on their own. The idea is rooted in the work of Russian psychologist Lev Vygotsky, who introduced the concept of the Zone of Proximal Development (ZPD) — the space between what a learner can do independently and what they can do with guidance. 

Scaffolding involves designing teaching in a way that bridges this gap. As students become more competent, the ‘scaffold’ is gradually removed, allowing them to take increasing responsibility for their learning. 

In practice, scaffolding can include:  

  • Sequencing tasks so that earlier activities build the foundation for more advanced ones. E.g. ask students to explain basic disciplipary concepts in a mandatory assignment before working with concepts in a project 
  • Walking through a model using a generic example in plenum before students try on their own/in groups 
  • Using peer feedback to deepen understanding based on teacher’s guiding questions 

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