Plan experiential learning activities.

Plan experiential learning activities. is a detailed work activity in O*NET — a concrete unit of work shared across 18 occupations and seen in 19 occupation-specific tasks. It rolls up into the broader work activity Develop educational programs, plans, or procedures. in Thinking Creatively .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 19 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 5 (26%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 3 of these tasks, with a mean mapped-usage share of 0.005% per task.

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. · Career/Technical Education Teachers, Secondary School · importance 3.9 · no direct exposure
• Assign cases for students to hear and try. · Law Teachers, Postsecondary · importance 3.9 · exposure with tools
• Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. · Preschool Teachers, Except Special Education · importance 3.9 · no direct exposure
• Plan and supervise work-experience programs in businesses, industrial shops, and school laboratories. · Career/Technical Education Teachers, Secondary School · importance 3.8 · no direct exposure
• Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. · Kindergarten Teachers, Except Special Education · importance 3.8 · no direct exposure
• Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. · Elementary School Teachers, Except Special Education · importance 3.7 · exposure with tools
• Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. · Career/Technical Education Teachers, Middle School · importance 3.7 · no direct exposure
• Plan and supervise experiential learning activities, such as class projects, field trips, or demonstrations. · Special Education Teachers, Preschool · importance 3.7 · no direct exposure
• Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities. · Self-Enrichment Teachers · importance 3.5 · no direct exposure
• Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. · Special Education Teachers, Elementary School · importance 3.4 · no direct exposure
• Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. · Special Education Teachers, Middle School · importance 3.4 · no direct exposure
• Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from such activities. · Middle School Teachers, Except Special and Career/Technical Education · importance 3.4 · exposure with tools
• Provide students course-related experiences, such as field trips, outside the classroom. · Biological Science Teachers, Postsecondary · importance 3.4 · no direct exposure
• Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.3 · exposure with tools
• Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. · Special Education Teachers, Secondary School · importance 3.2 · no direct exposure
• Incorporate experiential or site visit components into courses. · Area, Ethnic, and Cultural Studies Teachers, Postsecondary · importance 3.2 · no direct exposure
• Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 3.1 · no direct exposure
• Select and invite guest speakers to speak to classes. · Library Science Teachers, Postsecondary · importance 2.9 · exposure with tools
• Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. · Special Education Teachers, Kindergarten · no direct exposure

Occupations that perform this

• Career/Technical Education Teachers, Secondary School
• Law Teachers, Postsecondary
• Preschool Teachers, Except Special Education
• Kindergarten Teachers, Except Special Education
• Elementary School Teachers, Except Special Education
• Career/Technical Education Teachers, Middle School
• Special Education Teachers, Preschool
• Self-Enrichment Teachers
• Special Education Teachers, Elementary School
• Special Education Teachers, Middle School
• Middle School Teachers, Except Special and Career/Technical Education
• Biological Science Teachers, Postsecondary
• Secondary School Teachers, Except Special and Career/Technical Education
• Special Education Teachers, Secondary School
• Area, Ethnic, and Cultural Studies Teachers, Postsecondary
• Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
• Library Science Teachers, Postsecondary
• Special Education Teachers, Kindergarten

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-plan-experiential-learning-activities,
  title  = {Plan experiential learning activities.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/plan-experiential-learning-activities}
}