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Selection of Learning Experiences

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The selection of learning experiences which will probably help to achieve the objectives becomes one of the essential problems of curriculum planning and development given that the curriculum has been defined to include all learning experiences planned and guided by the faculty to realize their stated objectives.
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In as much as educational objectives represent the changes in behavior (that is, the knowledge, understandings, skills, attitudes) which are desired, the sources which influence the selection of objectives also influence the selection of learning experiences, and the experiences selected in and of themselves determine in some degree the way in which the 2/5/13 curriculum will be organized.

For example, if a skill, such as teaching a patient how to give himself a hypodermic, is the change in behavior desired, then learning experiences which give the student opportunity to practice that skill must be provided; reading about the skill, studying the principles underlying the skill and even knowing how to give a hypodermic does not provide the learner with an opportunity to learn the skill of teaching the patient. Therefore, learning experiences must be selected in relation to the objectives 2/5/13

Selection of content and learning experiences of the curriculum involve criteria other than objectives, such as their validity and significance, the making of proper distinctions between the various levels of content, and decisions about the level of development at which to introduce it. It also involves consideration of continuities and sequences in learning and of variations in the
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The learning experience must be selected so as to fit into a larger whole and contribute to the development of those behavior traits that are desired. The task of selecting learning experiences involves more than applying certain principles of learning. It involves ideas about such matters as strategies of concept attainment and sequences in formation of attitudes and sensitivities.
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To the extent that learning activities are used to implement some objectives, the planning of learning experiences becomes a part of a major strategy of curriculum building instead of being transferred to incidental decisions made by the teacher at the moment of teaching. Problems such as how to translate the content to be learned into appropriate learning experiences and how to project learning experiences that contain variations in ability to learn, in motivation, and in mental systems must 2/5/13

Criteria for selecting experiences:

Valid in light of the ways in which knowledge and skills will be applied in out-of-school experiences?

Realistic in terms of time, staff expertise, facilities available within and outside of the school, community expectations? Optimal in terms of students' learning the
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 Capable of stimulating in students greater understanding of their own existence as individuals and as members of groups? Capable of fostering in students openness to new experiences and a tolerance for diversity? Such that they will facilitate learning and motivate students to continue learning? Capable of allowing students to address their needs? Such that students can broaden their interests? Such that they will foster the total development of 2/5/13 students in cognitive, affective, psychomotor, social,

Learning Experiences:
Validity Feasibility Optimal in terms of learners learning the content Allow learners to develop thinking skills and rational powers
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 Fostering in learners an openness to new experiences and tolerance for diversity Facilitate and learning and motivate learners to continue learning Allow learners to address their needs Allow learners to broaden their interests
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