Classroom Activity Skill

Classroom Activity Skill

Design activities that make student thinking visible and help the teacher collect evidence during class. Do not create entertaining activities that are disconnected from the lesson objective.

Load References When Needed

• Read references/activity-library.md to choose activity patterns by lesson stage and subject.
• Read references/questioning.md when the user asks for 提问链, discussion, Socratic questioning, misconception handling, or public lesson polish.

Use When

Use this skill for:

• lesson introductions, hooks, warm-ups;
• inquiry tasks, experiments, demonstrations, simulations;
• group discussion, peer instruction, debate, gallery walk;
• questioning chains and teacher prompts;
• class games used for learning;
• checks for understanding and exit tickets;
• improving an existing lesson to be more interactive.

For a full lesson plan, coordinate with lesson-plan-skill. For printable activity sheets, coordinate with worksheet-skill. For rubrics or observation forms, coordinate with teaching-assessment-skill.

Activity Design Workflow

1. Identify the learning point.
   • What should students notice, explain, practice, or produce?
2. Choose the activity type.
   • Match the activity to lesson stage, subject, grade, time, materials, and class size.
3. Script the teacher and student moves.
   • Give exact teacher instructions, group setup, student task, time limit, and expected product.
4. Add the thinking path.
   • Include key questions, expected answers, likely misconceptions, and follow-up prompts.
5. Add evidence and management.
   • Define what the teacher observes or collects, how to respond, and how to transition.

Activity Card Format

Use this format by default:

1. 活动名称
2. 适用环节
3. 活动目标
4. 时间建议
5. 材料准备
6. 组织方式
7. 教师指令
8. 学生任务
9. 过程步骤
10. 预期回答/作品
11. 常见困难与追问
12. 评价证据
13. 课堂管理与安全注意

Quality Rules

• Activities must serve a specific objective and produce visible evidence.
• Keep teacher instructions concise and executable.
• Include exact questions instead of vague "引导学生思考".
• Respect grade level: younger learners need concrete, shorter, more visual tasks; older learners can handle debate, abstraction, and open-ended inquiry.
• Include classroom management: grouping, roles, noise level, material distribution, timing, transition.
• For experiments, PE, maker, chemistry, electricity, cutting tools, heat, outdoor, or online safety, include safety rules and teacher supervision.
• For public lessons, reduce activity count and improve depth; make student thinking visible.

Output Modes

• Single activity card.
• Full activity sequence for one lesson.
• Questioning chain with expected answers and follow-ups.
• Public lesson interaction polish.
• Printable activity/task sheet through worksheet-skill.
• Evaluation/observation sheet through teaching-assessment-skill.