Years 1 – 2
Lesson 8: Discover Ways to Learn!

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1. Lesson Overview

Length of Lesson

  • 60 mins

Prior Knowledge (What should the Teacher Have Already Covered)

  • Concepts related to valuing similarities and differences.

Resources Required

  • Materials for activity 1 (triangle, square, box).
  • Pipe cleaners (enough for 4 each).

Key Concepts

  • There are different ways we can learn things.
  • Not everyone learns the same way.
  • We learn so we can find solution to problems.
  • Sometimes we need to try a different ways of explaining things so everyone can understand (e.g. when we are explaining a rule for a game we are playing in the playground).
  • We need to be patient when someone does not understand, and try a new way to communicate the message.

Learning Outcomes

  • LO1: Students identify different ways that people can learn.
  • LO2: Students appreciate that there are many ways we can do things.

HPE Subject Area Years 1 and 2

  • ACPMP031: Propose a range of alternatives and test their effectiveness when solving movement challenges

General Capabilities by the End of Year 2 (Level 2)

Personal and Social Capability

  • Understand themselves as learners: discuss their strengths and weaknesses as learners and identify some learning strategies to assist them.
  • Become confident, resilient and adaptable: undertake and persist with short tasks, within the limits of personal safety


  • Visualise 2D shapes and 3D objects: identify, sort and describe common 2D shapes and 3D objects

Critical and Creative Thinking

  • Consider alternatives: identify and compare creative ideas to think broadly about a given situation or problem.

Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier: assessable moments tickLO (insert number)

3. Lesson Plan: Suggested Sequence of Learning Experiences

Format Lesson Plan: Suggested Sequence of Learning Experiences
Intro 10 mins

Welcoming activity (see lesson 1)

State the learning intention: Today we are going to explore and experience different ways we can learn something. This is important because sometimes we need to try different ways to teach each other a new skill or to understand a new idea. Today we will be using different ways to learn about some familiar shapes.


20 mins

Activity 1: Let’s Learn about Learning!

Teacher’s notes: It is important to discuss the concept of ‘learning’ to the class in the introduction of this lesson. This activity requires students to learn how many sides familiar shapes have (triangles, squares and rectangles). Complete each activity below and discuss how you discovered the answers. Refer to extra information about learning styles included in this lesson.

Establish context: Let’s explore what learning is. We all learn new things every day. What is something you have learned since you were a baby? Using a spoon/knife/fork, tying shoelaces, cleaning teeth, counting to 100, riding a bike etc. What is learning? Simply, learning is a step-by-step process in which we experience lasting changes in what we know and how we do things.

Why do we need to learn? We learn so we can find solutions to problems.

So – let’s now think about how we learn. There are many ways we can learn new things. We all have favourite ways to learn. Some people like to learn through reading and writing, some like to learn through touching or constructing, some like to learn through seeing (e.g. demonstrations, diagrams, pictures, symbols), and some through listening. Therefore, learning requires different ways of communicating new messages.

Everyone learns new things at their own pace. Sometimes, we need to find different ways to learn new things so that we include everyone.

assessable moments tickLO1 In the following activity, you will learn about shapes in different ways.

Touching (triangle) – mystery bag: Place the triangle in a bag or box (can make triangle out of thick cardboard). Ask each student to put their hand in the mystery bag and feel the shape. Once everyone has had a turn, ask students what the shape was and how they know this? Then ask – “How many sides does a triangle have?”

Seeing (square): The teacher draws the square on the board and asks the students to count out loud each time a new side is drawn. Then ask: What shape did I draw? “How many sides does a square have?”

Listening (rectangle): Ask children to close eyes tightly. Teacher describes a rectangle and students identify the shape or draw it themselves. E.g. I am a shape. You see me when you look through a doorway, or when you watch TV. I have 4 sides. Not all my sides are the same length. What shape am I? What other objects can you see that are this shape? How do you know this shape is a rectangle?

Moving (triangle and square): Ask students to form a group based on a number (e.g. 3 or 4). Children are asked to lie on the ground head to toe making long, straight body shapes and identify what shape they have formed (i.e. Triangle). Then they respond to the question, “How many sides does a triangle have?” Modify and repeat activity for a square.

Constructing (triangle and square): Give students a certain number of pipe cleaners (e.g. 3 pipe cleaners for a triangle, 4 for a square). Ask students to keep the pipe cleaners straight, but attach them end to end. Ask them what shape they have made. Then ask, “How many sides does a triangle have?” Modify and repeat activity for a square.

assessable moments tickLO1 Class discussion: Go through each way of learning and ask students to identify what their preference is when learning about shapes.

Main point to emphasise:

  • There are different ways we can learn things.
  • We all have our favourite ways to learn new things.
  • Not everyone learns the same way.
  • Sometimes we need to try a different way of teaching a new skill or idea so everyone can understand (e.g. when we are teaching a rule for a game, we may need to show it, not just say it).
15 mins

Activity 2: Can You Solve the Problem?

assessable moments tickLO2 We learn so we can find solutions to problems. Can you find solutions to the following problems and describe what you have learnt?

  1. You drop a pencil on the floor. How could you pick it up without getting up from your chair?
  2. Try and write with your opposite hand. Is it difficult? How could you make it easier (e.g. ways to stop the paper from moving, using a marker, not a pencil)?
  3. Build the tallest block tower you can with your eyes open. Now do it with your eyes closed. How can you solve the problems you find?
  4. Look at a picture story book. How could you tell a picture story at a school assembly? Think of all the problems there might be and find solutions to them (e.g. enlarge the pictures so everyone can see, use a microphone).

(activity reproduced from ‘Count Us In’ resource, Western Australia)

assessable moments tickLO2 Can you think of another problem to find a solution for? Challenge your classmates and see if they can come up with a solution.

Main point to highlight:

  • We learn so that we can find solutions to problems.
  • There are many ways to do things.
10 mins

Activity 3: Many Ways to Do Things!

The purpose of this activity is to get students to understand that there are many ways to do things.

Quick focus activity:

  • Get students who can tie a shoelace to volunteer to show the class how they like to do it.

Main point to highlight:

  • There are many different ways we can do things.

Follow up task: Organise students in large circle and place a hoop in the centre with enough items for one each (e.g. small bean bags or other items that can be used as a substitute). Tell students that you have a challenge for them. They have to collect an item from the hoop and bring it back to the where they were sitting. However, there are conditions. Students must figure out how they will complete the task given certain limitations. Do the following 3 activities. At the end of each of each activity, discuss the different ways the students completed the task. Ask students to return their item to the hoop. During activities, no one is allowed to speak.


  1. Retrieve an item without using your hands. Discuss different ways used.
  2. Retrieve an item without using your feet as a base of support to move (e.g. secret strategy – slide on bottom and use hands to help you move).
  3. Pair up with the person next to you. Retrieve an item together holding hands, however at any one time, there can only be one foot on the ground (e.g. secret strategy – walk on knees and hands while holding hands).

Once again emphasise the main point:

  • There are many different ways we can do things.
Conclusion and Reflection 5 mins

assessable moments tickLO1, LO2 Children sit in a circle and respond to the following questions.

What did you learn today?
Why is it important to be able to do things in different ways? Doing things differently helps us be creative. To make sure everyone is included in activities, we can be flexible and come up with ideas so that everyone can participate. So, if someone communicates differently, moves around differently, expresses their thoughts and feeling differently, we can do things in a different way to make sure everyone can participate.

What questions do you have?

Teacher Information – Learning Styles

What are learning styles?

Learning styles are simply different approaches or ways of learning.

What are the types of learning styles?

  • Visual Learners: learn through seeing…
    These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
  • Auditory Learners: learn through listening…
    They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
  • Tactile/Kinesthetic Learners: learn through moving, doing and touching…
    Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

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