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Selecting Learning Experiences

The document discusses criteria for selecting learning experiences and curriculum approaches. It describes learning experiences as any interaction where learning takes place, whether in traditional or non-traditional settings. Objectives of learning experiences include imparting knowledge, acquiring skills, and developing appreciation. There are two main curriculum approaches - the technical-scientific approach, which uses logical problem-solving methods, and the non-technical approach, which relies on student and teacher needs and interests. Key factors in selecting learning experiences and content include validity, relevance, variety, suitability, and learnability.

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freddo
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486 views

Selecting Learning Experiences

The document discusses criteria for selecting learning experiences and curriculum approaches. It describes learning experiences as any interaction where learning takes place, whether in traditional or non-traditional settings. Objectives of learning experiences include imparting knowledge, acquiring skills, and developing appreciation. There are two main curriculum approaches - the technical-scientific approach, which uses logical problem-solving methods, and the non-technical approach, which relies on student and teacher needs and interests. Key factors in selecting learning experiences and content include validity, relevance, variety, suitability, and learnability.

Uploaded by

freddo
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Selecting Learning

experiences in
technical and non-
technical
curriculum projects
Learning
“Any relatively permanent change or
modification of behavior that results as a
result of practice or experience”
- Murthy, Gates and others
Experience

• It is lesson one learns as a result of or from


his/her interaction with people in various and
varied situation and/or with the
environment.
Learning experience 
refers to any interaction, course, program, or other experience in
which learning takes place, whether it occurs in traditional academic
settings (schools, classrooms) or nontraditional settings (outside-of-
school locations, outdoor environments), or whether it includes
traditional educational interactions (students learning from teachers
and professors) or nontraditional interactions (students learning
through games and interactive software applications).
OBJECTIVES OF LEARNING EXPERIENCE

Imparting the knowledge


The acquisition of skills
Development of aesthetic sense or taste (Appreciation)
Motivation
CURRICULUM
APPROACHES
Each curriculum describes several and different approaches which
reflect the developer’s view of reality, philosophy, history, psychology,
social issues, and the domains of knowledge.
There are two classifications of
Curriculum Approaches
1. Technical-Scientific Approach
2. Non-Technical/ Non-Scientific
Approach
Technical-Scientific Approach
• It views curriculum development as something similar to
engineering or architecture.
• The basis for the procedure is the scientific method
which involves a logical step-by-step procedure of problem
solving.
Technical-Scientific Approach
• The procedure is guided by well-defined objectives
which are formulated based on the analysis of
normative needs as defined by developmental and
other psychological theories, rather than individual
needs and interests.
• It is a way of planning curricula to optimize
students’ learning and to allow them to increase their
output.
Technical-Scientific Approach
• According to Ornstein and Hunkins, the roots of
technical-scientific approach are found in the turn of
Twentieth Century when schools attempted to “adapt
the principles of bureaucracy to the methods that could
be considered scientific.
Ralph Tyler
- a well-known proponent of the
technical-scientific approach discussed
four basic principles in curriculum
development in his book Basic
Principles of Curriculum and
Instruction published in 1949.
Ralph Tyler

1. What educational purposes should the


school seek to attain?
2. What educational experiences can be
provided that are likely to attain these
purposes?
Ralph Tyler

3. How can the educational experiences be


organized?
4. How can we determine whether these
purposes are being attained?
Hilda Taba promotes the “bottom-up” or grass
roots approach. She believed that teachers
should be involved in developing the
curriculum.
1. Teacher identifies student needs.
2. Teacher specifies objective.
3. Content or subject matter is determined by
objectives.
Hilda Taba promotes the “bottom-up” or grass roots
approach. She believed that teachers should be involved
in developing the curriculum.
4. Teacher organizes content based on learner
maturity, academic achievements, and interests.
5. Teacher selects instructional methods that will
involve students.
6. Teacher organizes activities based on students
needs.
7. Teachers and students evaluate.
Tyler developed his model in the late 1940s; it was
the “top-down” approach.
1. By purposes, Tyler meant objectives – identified
from subject matter, the learners, and society.
2. The objectives were then filtered through two
screens-the philosophy of the school and the
psychology of learning. This screening resulted in
specific instructional objectives.
Tyler developed his model in the late 1940s; it was
the “top-down” approach.
3. Educational experiences were based on the
learner’s previous experience and their perceptions
brought to the situation.
4. Tyler believed that the experiences had to be
organized as ideas, concepts, values, and skills, and
threaded throughout the curriculum.
Tyler developed his model in the late 1940s; it was
the “top-down” approach.
5. Evaluation was important in determining program
effectiveness.
Non-technical Approach
A non-technical approach is often used when the
major source of curriculum content is the needs and
interests of students or needs of society and culture;
intended learning outcomes are not stated at the
outset.
This approach relies heavily on
teachers as the major source of
curriculum knowledge because they
know their students and teaching
contexts.
Ornstein & Hunkins, 2007

The non-technical approach is favored by educators


with a subjective interpretation of reality because it
allows them to interact with students and content to
develop their own realities
• Content is what we teach; learning
experience is an activity which the
learner engages in which results in
changes in his behaviour;
Selection of Content & • We should select those contents and
Learning Experiences learning experiences that will in
attaining the goals of the curriculum;
• There are some factors to consider in
selecting both learning experiences and
content.
• We shall first examine those criteria
for selecting learning experiences
Factors in Selecting Learning Experiences

• Validity: this refers to the relevance of the stated learning experience to the
stated goals of the curriculum;
• Relevance to life: learning experience must be related to the learner’s real life
situations in and out of school;
• Variety: learning experiences must cater to the needs of different types of
learners by providing different types of experiences;
• Suitability: learning experiences must be suitable to the learners present state
of learning and characteristics:
Selection of learning experiences
• Cumulation: even though experiences provided
may be different, they should all lead to the
attainment of the same goal; subsequent
experiences should build on earlier ones;
• Multiple Learning: a single learning experience
may bring about multiple outcomes. Such
learning experiences are important because of
their multiple benefits.
Factors in Selecting Content
• Validity: means two things, is the content related to the objectives,
and is the content true or authentic;
• Significance: is the content significant or will lead it to the more
mastery or more understanding of the course or subject;
• Utility: here the question is whether the content selected is useful
i.e. will lead to the acquisition of skills and knowledge that are
considered useful by society?
• Interest: is the content interesting to the learner? Or can the
content be made interesting to learners?
• Learnability: is the content selected such that learners can learn
and understand given their present level
CRITERIA FOR THE SELECTION OF LEARNING EXPERIENCES

Learning experience selected should be


consistent with the educational
philosophy
Learning experience should be varied and
flexible
Provide sufficient opportunity to practice
or self-activity,
CRITERIA FOR THE SELECTION OF LEARNING EXPERIENCES
It should provide opportunity for the development of
independent thinking and study, decision-making, good
judgement, intellectual resourcefulness, self-discipline
etc.
Learning experience should be adapted to the needs and
concern of the student
 learning experience are arranged in a manner that
provides continuity, sequential development, logistic
manner, correlation and integration of theory, practice
and clinical learning experience
CRITERIA FOR THE SELECTION OF LEARNING EXPERIENCES

Learning experience are selected and arranged to give the

appropriate emphasis and weightage


Learning experience is consistent with the aims of democratic

society.
Learning experience are structured so that general and specific

objectives will be attained


CRITERIA FOR THE SELECTION OF LEARNING EXPERIENCES

Encourage and promote motivation at appropriate time and in a

manner that will stimulate curiosity of the students


Provide variety of learning experience with selected content
It has involve all the senses in the learning process to achieve

maximum learning
CRITERIA FOR THE SELECTION OF LEARNING EXPERIENCES

By learning experience maximize the responsibilities of the learner


 Utilize resources and media in organizing learning
experience
Create interest and desire for more learning
Learning experience should be planned ahead of time

It will deeper and broader understanding & increases skill on the
students
It should be in chronological order

COMPONENTS OF LEARNING EXPERIENCE
LEVELS OF LEARNING EXPERIENCE

Direct experience

Vicarious
experience

Symbolic
experience

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