# data[].attributes.body
When learners need to learn self-sufficiency through self-paced practice activities and peer learning

Drill: learners perform an activity and receive immediate feedback

Discuss: learners work in their peer learning circles to share experiences and strategies

Drill: learners perform another activity with increased difficulty level

Discuss: learners work in their peer learning circles to share experiences and strategies

# data[].attributes.body
When learners need to recall prior personal experiences before acquiring new knowledge

Pair-shares: learners exchange past stories about their experiences on a particular topic

Case story: learners listen to a case story about a particular individual’s experience about the topic

Collaborative narrative: learners work in their pairs/groups to make connections with their prior stories with the new content

# data[].attributes.body
When teaching a skill that requires prior knowledge of a process

Demonstration: learners watch an expert demonstrate the competency
Explanation: learners

Practice drills:

Performance assessment

# data[].attributes.body
When multiple perspectives from co-learners enrich the learning experience, they make sense together

Individual acquisition: learners read/watch material at their own pace

Guided group discussion: learners answer prompts together to share how they understand the material

# data[].attributes.body
When learners need to come together with relevant prior skills or knowledge to have more meaningful group outputs

Desk research: learners gather resources about a topic

Collaborate: learners work in groups to accomplish a shared output together during class

# data[].attributes.body
For guiding participants in building their project outputs and learning from studio-style feedback

Instructions and inspiration: learners listen to instructions for the exercise, and see examples of outputs for inspiration

Studio time: learners create outputs with dedicated time for producing work

Critiques: learners share their outputs to each other, while exchanging feedback and questions

# data[].attributes.body
When there are plenty of content needed for learners to acquire, using discussions and practice activities to chunk the acquisition parts make the learning experience more active

Introduction: learners read/watch/listen to the content, introducing the outline and goals and initial points

Checkpoint: learners answer a question to check their understanding, receiving immediate feedback

Continued acquisition: learners read/watch/listen to content

Discuss: learners share take-aways, connections, questions, and reactions about the content

Wrapping up: learners read/watch/listen to the content, revisiting the outline and goals

Checkpoint: learners answer a question to check their understanding, receiving immediate feedback

# data[].attributes.body
When the concept is more powerful when experienced through a realistic short activity as a beginner

Practice activity: learners get concrete or realistic experiences from a structured activity, preferably stretching their current skill or knowledge level

Reflection: learners discuss with co-learners how that experience was, particularly reflecting on challenges with the activity and assumptions made

Input: learners read/watch/listen to material which explains a concept that is related to their activity

Application: learners are tasked to apply the concept through another realistic scenario or activity, which can be similar to the initial practice activity

# data[].attributes.body
For increasing retention of a concept or idea, by updating existing mental models

Prior knowledge: learners can answer a quiz or check point to assess their prior knowledge on a topic

Acquisition: learners read/watch/listen to materials on a topic

Reorganize: learners pay attention to new knowledge learned from the materials, and document them in a mnemonic, essay, table, or graphic organizer