The culminating learning activity is that which is designed to enable students to meet the intended learning objective through the use of various instructional strategies.
Great Learning is facilitated when learning is authentic as it enables engagement and can promote positive personal standards. For example, students who apply their learning through service-oriented activities are developing and rehearsing personal standards such as empathy, ethical approach and creativity, alongside learning that is socially responsibly. Research also clearly shows that learning that is based in an authentic context is more effective than that which is purely abstract. For example, students who use a language in real life are more effective than those that simply learn from a worksheet. Also the learning activity needs to be varied to ensure that all students with their different learning styles can access Great Learning.
However, if the learning activity does not represent an authentic experience, Great Learning becomes more difficult to achieve. A learning activity that relies on text books and theory to achieve an understanding of applied concepts could be classified as restricting the definition and concept of Great Learning. For example, asking students to theoretically design an ecosystem, instead of providing them with the opportunity to authentically create an ecosystem. Also when there is no variety in the learning activities, a group of students may well be unable to fully access the learning opportunities; for example, language only being taught through the written word with no kinaesthetic or visual components to the learning activity.