Curriculum Development And Management of

Learning

Learning-> is the most basic of all

human experience. Includes Intellectual,

Emotional, and Physical Learning

.

Three areas of Learning Principles:

Subjective Principles

Self-concept

Past experience

• Subjective Principles – concerned with “what” the

learner brings to the learning situation .

• Self-concept – new experience are learned more

effectively if they agree with or enhance our self-concept.

If a new experience is painful and insulting, we t6end to

reject or to forget it even if its acceptance would help us

to become better person.

• Past experience – to learn more effectively, a

person should be aware of the influence of his

limited and selective personal experience and to

maintain an open and flexible attitude

• Intelligence – the confidence, creativity ,leadership ,

and desire to achieve could be help learning to be

effective.

• Motivation – when a learner is really interested and

involved he will learn better.

• Emotion – when we are enthusiastic, we tend to learn

better. Fearful situations impair learning ability. Mild

stress or anxiety may help learning by making the

learning more alert.

Objective Principles of learning - deal with factors relevant to learning situations that includes :

• People differ in their rate of learning.• Forgetting is more rapid then learning.• Review is essential to retain what has been learned.• Learning is more effective when followed by appropriate rewards.• Habits are better formed when the sequence of continuous,

intermittent, and variable reward schedules are followed.• When the preceding schedules are followed, the behavior can

become self-rewarding.• Generalization permits the learning of large amounts of

information.• Discrimination permits appropriate usage of information learned

through generalization.

Special Learning Techniques – use to increase

learning efficiency that includes :

• Massed & distributed learning

• Feedback

• Over learning

Techniques of

Management of

Learning

• Planning the sequence of learning• Learning by feedback• Integrative learning• Experiential approach to learning

Planning the Sequence of Learning

In general, when there is a large amount of

information to be learned, such as complex directions, it is best to

distribute the total learning time into separate periods.

• Distributed practice – learning section by section is a better

technique than trying to give all the things to be learned at the

same time.

• Massed practice – learning to solve a problem or learning an

entire sequence at one time with no rest or interruptions.

Learning by Feedback

Persons learn better when they are informed as to

the correctness or incorrectness of their responses. This

process is called feedback. Knowledge of results helps

them to learn faster because full information is available

and the task is become more interesting. There is much

evidence that people learn better when they are constantly

informed as to how they are doing and shown ways to

improve.

Integrative Learning

What is Integrative Learning?

Integrative Learning

- Is a learning theory describing a movement toward

integrated lessons helping students make connections across

curricula.

- Learning by wholes tends to be better

than learning by parts.

Integrative Learning

- Fostering students' abilities to

integrate learning--over time, across

courses, and between academic,

personal, and community life--is one of

the most important goals and

challenges of higher education.

I HEAR AND I FORGET I SEE AND I REMEMBER

I DO AND I UNDERSTAND.

-Ancient Chinese Proverb

Experiential Approach To Learning

What is Experiential Approach To Learning ?

Experiential Approach To Learning

- Is the process of making meaning from direct

experience. “Learning from experience“.

- Focuses on the learning process

for the individual.

The Experiential Learning

Model

How do we decide which

mode of experiential

learning will work best?

5 Factors used in Experiential Education

Learning must be current

Learning must be Eclectic

Learning must be inclusive

learning must deal with the Essential, not

structures and forms

Learning must be Dynamic

Learning must be Current

- new ways of doing things are

constantly being introduced

Learning must be Eclectic

- With the current trend to merge the different disciplines

or to use the interdisciplinary approach, there is not one

subject matter that can claim that it is the most important

of all

Learning must be Inclusive

- There is on-going search for new knowledge, hence, all

the disciplines must contribute to the discovery of new

and more important techniques

Learning must deal with the Essential, not Structures

and Forms

- Experiential education focuses on-the spot data and

analysis, planning action and evaluation are done on

here-and now.

Learning must be Dynamic

- to be dynamic one is always growing and alive,

hence, learning is an on-going process.

- careful planning and control is however necessary for

efficient learning.

DOW (1971)

He states that

“experiential education

addresses behavior, not

attitude; it deals with action,

not concepts. It is a process

philosophy. Its principal

thesis is that learning is only

learning when it results in

some new behavior.”

Recalling & Learning

Recall is a very important factor in learning. There are several ways of recalling.

i. Self-recitation while the material is being learned.

- recall is helped by recalling during practice.

ii. Overlearning helps the learner to have a better memory since he can recall more efficiently overlearned materials.

iii. Periodic review helps to cut down the effects of forgetting

iv. Following a logical pattern makes us remember the materials better

Guidelines for Curriculum Development

Based on the principles and on what have been discussed in the previous pages, curriculum developers must bear in mind the following guidelines in making a curriculum:

1) A good curriculum must encourage inquiry and creativity

2.) A good curriculum must be democratic with regard to procedures

3.) A good curriculum must accept individual differences

Guidelines for curriculum development

4.) A good curriculum must take into consideration scientific and scholarly techniques and findings.

5.) A good curriculum must minimize memorizing and maximize discovery.

6.) A good curriculum must take into consideration the potential for achievement through either the individual learner or the group.

7.) A good curriculum must employ teacher resources in a multi-dimensional role