This 6-hour lesson plan aims to teach participants how to lead tours at the Peranakan Museum. It is divided into 2 learning outcomes: 1) Explain Peranakan history through lectures, videos, group activities and discussions on the origins and timeline of Peranakan culture. 2) Distinguish different types of Peranakan cultures such as Peranakan Chinese and Peranakan Arabs by presenting artifacts, role plays and question/answer sessions. Interactive methods like group work and role plays are used to elicit learners' performance and understanding. Feedback is provided through concluding lectures and quizzes. The goal is to improve the skills of aspiring docents through exploring Per

1. 1
ACTA Module 2: Design Learning
Lesson Plan (6 hours from a course)
Program Overview
Factors Description
Designer / Developer Magdalene Tan
Course Title Lead a Tour at the Peranakan Museum
Purpose
Include benefits to the participants /
organization
Benefit to the organisation – to improve the quality of the tours and the services of the docents,
leading to more tour bookings.
Benefit to the individual – to improve their presentation skills and historical knowledge for higher
quality tours.
Learning Outcomes
(List Learning Outcomes for 6 hours)
LO1: Explain Peranakan history
LO2: Distinguish different types of Peranakan cultures
LO3: Lead a Peranakan tour
Organisation Singapore Peranakan Museum
Target Audience
Occupation, job roles
Aspiring docents aged 18 and above, who are self-motivated to learn as the course is
unsubsidized and comprises mainly of self-enrolled individuals and/or social groups attending the
course out of deep interest, as being a docent is a volunteer/non-profit role.
Assumed knowledge
Numeracy and literacy levels etc.
English literacy skills – advanced conversational level and a pass in O’Level English
Learner Characteristics
Demographics, cognitive, affective and social
characteristics
Demographics
• Gender: 50% male, 50% female
• Age: 18 and above

2. 2
Factors Description
• Culture: 60% Singaporeans, 40% foreigners (Malaysians, ASEAN, Europeans, Americans,
Japanese, Chinese)
• Industry / Organisation Experience: From none to over 40 years of experience
Cognitive Characteristics
• Language ability: Pass in O’Level English
• Educational level: O’Levels and above
Affective Characteristics
• Motivation to learn: Interest in local history with high motivation to learn, as approximately 60%
of the course participants are independent enrolments.
• Level of anxiety about learning: High as these are participants who took the initiative to self-
enroll out of keen interest.
Social Characteristics
• Relationship to peers: From the same social groups
• Tendency to compete or cooperate: Low tendency to compete, as the course is competency-
based and not graded. High tendency to cooperate as the participants are from the same
social groups.
Entire Course Duration (in hours) 6 hours
Class Size 20 pax
Venue Singapore Peranakan Museum

3. 3
Lesson Plan – 6 hours
Gagne
Step
Number
Welcome, Admin Matters, Introductory Ice-Breaker
Duration
(mins)
Instructional Method /
Instructions to
Learners
What will learners be doing Resources Notes to the Facilitator
1
2 3 min
Gain attention of the
students
Introduce myself and
inform students of the
objectives
Start with a food-tasting session
of different Peranakan desserts
(e.g. Nonya kuehs). Ask the
students to describe the taste
and what they think it is made of.
Get the students to search for
the keywords, “Peranakan
culture” on the Google browser
on their smartphones, and show
and describe the pictures they
see.
Introduce myself and the
qualifications and experience
that makes me the right person
Nonya kuehs to be
prepared for the food-
tasting session.
Online library for learners
to conduct additional
research and self-study.
Short briefs on the origin of
different aspects of Peranakan
culture and solicit the learners’
prior knowledge.
A learners’ handbook that
includes:
- Agenda for the 3-day
8 min

4. 4
3 9 min Stimulate recall of prior
learning
to facilitate the course.
Debrief of the course:
- Outline the three learning
outcomes of the course.
- Describe the criteria for each
learning outcome.
- Logistics and resources
(online library) for learning.
Show two geographical maps –
one historical map of the former
Straits Settlements in Malaysia,
Singapore, of Dutch Indonesia,
vs modern maps of these places.
Ask learners questions on:
- Where and when did
Peranakan culture
originated?
- What were The Straits
Settlements?
- What do you know of the
history?
- Who – name me 2 famous
Historical map (during
colonial periods) vs
modern map of
Singapore, Malaysia and
Indonesia.
Peranakan photographs,
costumes, porcelain,
embroidery etc, vs
photographs of these
artifacts in their modern
incarnations. E.g.
Peranakan art in modern
Singaporean/Malaysian
course
- Logistics instructions
- Resource references
- Learning outcomes
- Q&A to facilitate thinking
and research
The learner’s handbook to
incorporate these elements
with Q&A for learners to
stimulate recall and thinking.

5. 5
Peranakan personalities in
history.
Show Peranakan artifacts, such
as old historical photographs of
Peranakans, costumes,
porcelain, embroidery etc. Ask
the learners to describe what
they see and which of these
artifacts are influencing modern
life in Singapore and Malaysia.
fashion – the SIA sarong
kebaya uniform of
stewardesses, the batik
shirt.
Learning Outcome 1 – Explain Peranakan History
Duration
(mins)
TOTAL:
90 min
Instructional Method /
Instructions to
Learners
What will learners be doing Resources Notes to the Facilitator
4 30 min Present the content –
History of the
Peranakans
- Props showing
photographs /
graphics/
descriptions of
historical Peranakan
- Walk along the historical
timeline on the floor as the
facilitator explains the history
(15 min)
- Watching a video (5 min)
- Do a Q&A exercise in the
learner’s handbook to
reinforce learnings (10 min)
Photographs, graphics
and other props to create
a historical timeline of
events, arranged on the
floor.
Laptop, projector,
powerpoint presentation
Facilitator to plant questions
and solicit the answers from
the participants to facilitate
their understanding of the
history.
Q&A exercise in the learner’s
handbook.

6. 6
5 20 min
events which will be
arranged on the
class floor on a
historical timeline
(15 min)
- Video (5 min)
- Q&A (10 min)
Provide Learning
Guidance
- Continue with lecture
using a map as a
reference – key
geographical
migratory routes and
settlement areas of
the Peranakans
(10min)
- Group work (10min)
- Resume listening to the
lecture (10 min)
- Group work (10min): Each
group is given a big map and
pictures of key Peranakan
landmarks & dates. The
groups need to work together
to pin the pictures/dates
correctly on the map.
and video.
Maps, pictures of
Peranakan landmarks
and dates.
Facilitator to interject whenever
any group has difficulty with
the group work exercise.

7. 7
6
7
20 min
20 min
Elicit Performance
- Resume the lecture
to cover more areas
in the history, e.g.
significant historical
personalities (10
min)
- Facilitate student
elaborations through
a scenario planning
exercise via group
work (10 min)
Provide feedback
- Concluding lecture to
include feedback on
the group work (10
min)
- Remedial exercise
- Resume listening to the
lecture on significant
historical Peranakan
personalities (10 min)
- Scenario planning exercise
through group work (10 min):
Each group to be given an
exercise where they will
imagine themselves in the
shoes of a specific historical
personality (e.g. Tan Kah
Kee) and make critical
decisions that can potentially
change the course of history.
- Resume listening to the
concluding lecture and
feedback on the group work
(10 min)
- Remedial exercise (group
Pictures and stories of
significant historical
Peranakan personalities.
Scenario planning
exercises for group work,
aimed at activating deep
thinking and eliciting
performance.
Question cards (with
answers on the back) to
be used to facilitate the
group remedial
exercises.
Facilitator to interject whenever
any group has difficulty with
the scenario planning exercise.
Facilitator to ensure the groups
conduct the remedial exercises
in a collaborative way that
elicits feedback.

8. 8
(group work) (10 min) work): use cards containing
questions, get one group to
ask questions and solicit
answers from another group,
to rehearse the learnings.
Bridging Statement to LO2:
We have learned about the key Peranakan historical events and know by now that Peranakan culture is an amalgamation of many
different cultures borne from inter-racial marriages in the Straits Settlements. The word “Peranakan” originates from Malay prefix
”per” and noun “anak”, which means “to…child”, signifying that the Peranakans are inter-racial descendants and as such, their
cultures are from many different sources. This makes it difficult to define specific types of Peranakan cultures. We will now go on to
LO2 - Distinguish different types of Peranakan cultures.
Learning Outcome 2 – Distinguish different types of Peranakan cultures
Duration
(mins)
90min
Instructional Method /
Instructions to
Learners
What will learners be doing Resources Notes to the Facilitator

9. 9
4
5
6
35 min
20 min
20 min
Present the content
- Types of Peranakans
cultures: Peranakan
Chinese, Peranakan
Arabs, Peranakan
Indians (15 min)
- Video (10 min)
- Q&A (10 min)
Provide Learning
Guidance
- Continue with lecture
with displays of
different types of
Peranakan artifacts
(15min)
- Q&A (5min) – quick
MCQ to reinforce
concepts.
Elicit Performance
- Facilitate student
elaborations through
- Listening to the lecture (15
min)
- Watching a video (10 min)
- Do a Q&A exercise in the
learner’s handbook to
reinforce learnings (10 min)
- Resume listening to the
lecture (15 min) while looking
at the Peranakan artifacts.
- Reinforce specific cultural
points through role play, e.g.
typical scene of a Peranakan
Laptop, projector,
powerpoint presentation
and video.
Peranakan artifacts that
represent each different
type of Peranakan
culture.
To provide learners with
costumes and character
names for the role play.
Facilitator to plant questions
and solicit the answers from
the participants to facilitate
their Q&A exercise in the
learner’s handbook.
Facilitator to invite learners to
view displays of Peranakan
artifacts, whilst lecturing on the
topic.
Facilitator to interject during
role play to reinforce learnings
of differences in Perankan

10. 10
7 15 min
role play (20 min)
Provide Feedback
- Concluding lecture to
include feedback on
the role play (10 min)
- Q&A (5min) – quick
MCQ to reinforce
concepts.
extended household.
- Resume listening to the
concluding lecture and
feedback on the group work
(10 min)
cultures.
Bridging Statement to LO3:
Now that we have absorbed a lot of content on Peranakan history and learned the nuances between different types of Peranakan
culture, what is essential is to present this knowledge effectively and engagingly to different types of tour groups when leading a
Peranakan tour. This leads us to LO3 – Lead a Peranakan tour.
Learning Outcome 3 – Lead a Peranakan tour
Duration
(mins)
100 min
Instructional Method /
Instructions to
Learners
What will learners be doing Resources Notes to the Facilitator

11. 11
4
5
15min
30 min
Present the content
- Key aspects of tour
management: Crowd
control, knowing the
stakeholders,
presentation skills
(12min)
- Q&A (3min) – quick
MCQ to reinforce
concepts.
Provide Learning
Guidance
- Group work: Each
group to choose a
Peranakan exhibit in
the Museum, map
out the layout and
tour plan.
- Listening to the lecture (15
min)
- Answer the MCQ to reinforce
concepts.
Learners to work in groups on a
tour plan:
- Groups to choose a particular
Peranakan exhibit in the
Museum
- Discuss specific topics to
cover
- Discuss areas within the
landmark to tour
- Work out schedule/timing of
the tour
Laptop, projector,
powerpoint presentation
Provide photographs of
various exhibits in the
Singapore Peranakan
Museum for the groups
to brainstorm over and
work on.
Facilitator to interject when
learners are stuck and/or
unsure.

12. 12
6
7
40min
15 min
Elicit Performance
- Role play for: Tour
presentations, different
types of crowds to
manage
Provide Feedback
- Conclude the session
by providing
feedback on each
group’s tour
performance.
- Encourage
collaborative learning
by getting the groups’
to comment on each
other’s performance.
Role Play:
- Groups to present their tours
to the other groups.
- The other groups are to
emulate different types of
crowds to challenge the
presenting group on different
aspects of crowd control
Write down feedback tips and
areas of improvement.
Learner’s guide to
include space for
learners’ to write down
feedback tips and where
to improve.
Assessing Performance
Duration
(mins)
Instructional Method /
Instructions to
What will learners be doing Resources Notes to the Facilitator

13. 13
40min Learners
8 40 min Assess performance
- All learners to sit for
a 30 min online test
on their laptops.
- After the test,
facilitator to go
through the answers
with the learners
(10min)
Answering 30 MCQ questions
within 30 min.
All learners need to have
a laptop each, with
access to wi-fi and an
online site to sit for the
test.
To keep watch on the time and
ensure there is no copying.
Enhancing Retention and Transfer
Duration
(mins)
20 min
Instructional Method /
Instructions to
Learners
What will learners be doing Resources Notes to the Facilitator
9 20 min Enhance retention and
transfer to the job
- Get the learners to
draw up concept maps to
reinforce memory of all
the key learnings.
Learners to draw up concept
map to reinforce learnings.
Learners’ guide to
provide space/template
to draw up the concept
map.
To provide additional
resources for further research.

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