Selection and Organization of Learning Experiences

1. CURRICULUM AND STUDIES
Unit-IV
Selection and Organization of
Learning Experiences
Dr.N.Sasikumar
Department of Education
Alagappa University
Karaikudi
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2. DEFINTION
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.
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3. WHATIS LEARNINGEXPEREINCE?
It is defined as
deliberately planned
experienced in selected
situations, where students
actively participate,
interact, and which result
in the changes of
behavior in the students.
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4. LEARNING EXPERIENCES
• 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).
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5. OBJECTIVES OF LEARNING
EXPERIENCE
Imparting theknowledge
Theacquisition ofskills
Development of aesthetic sense or
taste (Appreciation)
Motivation
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6. SELECTION OF
LEARNING
EXPEREINCE
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7. CRITERIA FOR THE SELECTION OF
LEARNING EXPEREINCES
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,
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
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8. 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
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 EXPEREINCES
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9. 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
Use maximum of teaching in planning learning
experience
CRITERIA FOR THE SELECTION OF
LEARNING EXPEREINCES
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10. COMPONENTS OF
LEARNING EXPEREINCE

11. PRINCIPLES TO BE FOLLOWED IN
SELECTING LEARNING EXPERIENCE
Purposes and objectives in view
Learning activities related to life situation where the
students are
expected to practice after being qualified
Integration of learning experience between theory and
practice
Identified tasks and their expected jobs.
Focus of selecting learning activities should be:
- Need and demands of learners, community, national and the
world population
- Community oriented and hospital oriented
- Level of prevention
- Nursing care practice at all 3 levels of health care
Development of student’s logical and analytical thinking

12. PRINCIPLES TO BE FOLLOWED WHILE
PROVIDING LEARNING EXPERIENCE
Proceed from
Principle of aim
Learning by doing
Principle of linking
Principle of planning
Principle of interest &
motivation
Principle of sympathy &
kind atmosphere
Principle of flexibility &
cooperation
Principle of diagnostic
and remedial teaching
Principle of looking
ahead
Principle of creativity
Systematic exposition
Clear understanding
Principle of revision and
fixation
Area to be selected for
learning experience

13. LEVELSOFLEARNINGEXPERIENCE
Direct
experience
Vicarious
experience
Symbolic
experience

14. ROLE OF INSTRUCTOR IN SELECTION OF
LEARNING EXPERIENCE
The teacher has to prepare relevant instructional objectives
for the tasks
Principles of learning have to be kept in mind while
planning learning experience
Arrange content in accordance with the planning
List teaching points, student’s abilities to be developed,
decide on
teaching method
Analyze and organize the elements of topics skills into
effective learning experience
From specific objectives identify the abilities to be
developed
Choose learning aids based on student abilities and the
specific objectives

15. Suitable references have to be referred
Provide learning experience, evaluate, verify the
achievements of the objectives
Interpret results of evaluation for medical work
Provide guidance and counselling for the learner
Estimate the time to be taken to teach the topic i.e.
number of hours for theory and practical's.
ROLE OF INSTRUCTOR IN SELECTION OF
LEARNING EXPERIENCE

16. ORGANIZATION OF
LEARNING EXPEREINCE

17. CONCEPT…
Organization of learning experiences has to be done
carefully, systematically, and sequentially.
Organizing involves identification and grouping of
activities to be performed along with establishment of
authority responsibility relationships.
In organizing learning experience two aspect are
necessary:
Grouping learning experience under subject headings
Placement of the selected learning experience

18. ELEMENT OF ORGANIZING THE
LEARNING EXPERIENCE
Grouping learning experiences under subject headings
Preparation of master plan for curriculum Placement
of learning experiences in the total curriculum
Preparation of the correlation chart
Organization of clinical experience Types of teaching
system to be followed

19. Grouping learning experiencesunder
subject headings…
Subject matter can
be grouped into
humanities,
behavioral
sciences, nursing
sciences, medicine,
etc.

20. SENSITIVITY TO GENDER PARITY
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23. PEACE ORIENTED VALUES
• Values enter in every curriculum decision.
• Teachers may not consciously pose value based questions all their cu
rriculum thinking and work are value based.
• Peace is one of the essential value that we have to create from the
early childhood.
• The mark of an educated person, wrote Plato in The Republic, is the
willingness to use one’s knowledge and skills to solve the problems of
society.
• Education must imbue children with a proactive social conscience.
Society is the empowering context for individuals.
• No one can become fully human or attain
dignity and fulfillment outside the web of
relationships and responsibilities presupposed in society.
• True education equips individuals to live creatively, responsibly,
and peaceably in a society and become agents of change for a better
society”.(Education for Values in Schools – A Framework N.C.E.R.T )
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24. Peace and Value Education Objectives
 Understand the concept of peace and value education..
 Understand the dynamics of transformation of violenc
e into peace.
 Realize the significance of Values in Self- development.
 Familiarize the nature of conflicts and their resolutions.
 Imbibe the knowledge, attitudes and skills needed to a
chieve and sustain a global culture of peace and values.
 Adopt peace and value education in the curriculum
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25. HEALTH AND NEEDS OF CHILDREN WITH DISABILITIES
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27. ARTS AND INDIA’S HERITAGE OF CRAFTS
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29. Infusion of environment related knowledge
and concerns in all subjects and levels
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30. A curricular framework of environmental education
• It envisages the place of EE in the school
curriculum.
• Place of EE vis-à-vis other subjects of study.
• Mode and strategy of inclusion of chapters at
different levels.
• EE in terms of time and allocation of marks.
• Development of syllabi and instructional material
for dissemination at different levels of school
education.
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31. local history and geography
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