Selection and organization of learning

experiences
PRESENTED TO: Mrs Anoopjit kaur
Assistant professor
Medical surgical Nursing

PRESENTED BY: MEENAKSHI

M.SC (N) 1st YEAR
 INTRODUCTION
• Learning is a continuous process, in which the child
starts soon after the birth and continue throughout life
till the death.
• The individual will face learning situations in their life.
• The learning situation should develop potentials in the
student nurse and enable the student to achieve the
goals and influence their behavior in positive
directions.
• The various learning experiences during the course of
study within the program and over the time period will
help to perform task satisfactorily.
 Definitions
• LEARNING is ‘any relatively permanent
change or modification of behaviour’ that
results as a result of practice or experiences.
• EXPERIENCE is the lesson one learns as a
result of or from interaction with people in
various and varied situations and with the
environment. The word experience come
from ‘experiri’ meaning to ‘to try out’
 Definitions
• LEARNING EXPERIENCE are deliberately
planned experiences in selected situations
where student actively participate, interact and
which results in desirable change of behavior in
the students.
• The learning experience is a mental or physical
reaction to seeing, hearing or doing the things
to be learnt and gains meaning and
understanding useful in solving new problems.
Characteristics of Learning Experience
• Learning experiences should allow the student to
learn by doing.
• Learning experiences should create motivation
and interest among students.
• Learning experiences should be challenging to
students.
• Learning experiences should satisfy the needs of
the time.
Characteristics of Learning Experience
• Learning experiences selected bring out
multiple outcomes in students.
• Learning experiences should help students to
acquire needed knowledge, skill and attitude.
• All learning experiences which are planned
and selected should be helpful to the
students in attaining the educational
objectives.
 DIRECT
EXPERIENCE

LEVELS OF
LEARNING
EXPERIENCES
SYMBOLIC VICARIOUS
EXPERIENCE EXPERIENCE
 LEVELS OF LEARNING EXPERIENCE
• Direct experience: Immediate sensory contact
with the actual object.
• It is useful educative experience where the
learner will have the opportunity to see, handle,
touch, felt smelled.
• It gives first hand information.
 LEVELS OF LEARNING EXPERIENCE

• Vicarious experience: Create the actual situation

through rearrangement of the reality.
• We can bring the world to classroom.
• Example : models, specimens, film, pictures,
record and photographs.
 LEVELS OF LEARNING EXPERIENCE
• Symbolic experience: These are offered
through verbal symbols.

• These experiences occur at the conceptual

level.
 CRITERIA FOR SELECTION OF
LEARNING EXPERIENCE
1. Learning experiences (teaching methods and
learning activities) are selected to translate the
goals and objectives of the curriculum plan.

 Learning experience selected should be consistent

with the educational philosophy of the school and
lead to the fulfillment of proximate aims or
objectives or terminal goals.
2. It includes all the actions of teachers necessary to
influence student behaviour and ultimately, their
learning.
 Educational objectives represents the “change in
behavior” which are desired.
understandings
knowledge

skills attitudes
3. The particular actions of the teacher may vary
according to the teaching method adopted and
learning activities used, but they all are aimed
towards bringing about learning.

 Learning experience should be varied and flexible

enough, keeping in mind the learner’s ability and
background to undergo the desired change of
behaviour.
4. The most important criterion for the selection of
learning experiences is to ensure that there is
alignment between objectives, content and
learning experiences.

• Will the learning experiences selected achieve

the objectives of the curriculum? This criterion is
termed as validity.
5. Learning experiences should also be selected in
terms of feasibility. In other words, whether the
experiences suggested can be carried out given the
time, available facilities and expertise of teachers.
6. It would be futile to propose learning
experiences which may be good on paper but
difficult to implement in the classroom because
teachers are not trained and facilities are
inadequate.
• For example, learning experiences which require
using the internet when the school does not have
internet connection.
7. Learning experiences should also be selected on
the basis whether they will enhance students’
learning of the content as well as motivate them to
continue learning.

8. The learning experiences should also attempt to

develop thinking skills of students and to stimulate
greater understanding of their own existence as
individuals and as members of groups.
9. In other words, the learning experiences selected
should encourage group interaction and
collaborative learning which are skills required in
the world of work.

• Learning experiences should foster cognitive,

affective, psychomotor and spiritual development
of the learner.
10. Provide sufficient opportunity to practice or
self-activity.
 Learning experience should provide opportunity
for the development of independent thinking,
decision making, good judgment, intellectual
resourcefulness, self-discipline and sound
integrity of purpose as well as the masters of
many different kinds of knowledge and skills.
11. Learning experience should be adapted to the
needs and concern of the students

12. Learning experience are arranged in the manner

that provides continuity, sequential development,
logical manner, practice and clinical learning
experience which will facilitate effective learning.

13. Learning experience has to involve the all senses

in the learning process to achieve maximum
learning.
14. Create interest and desire for more learning.
15. Provide learning experience which will deepen
and broaden understanding and increase skills.
16. Provide learning experience in chronological
orders in terms of time when they occur.
17. Use maxims of teaching in planning learning
experiences.
18. In the selection of learning experiences, educators
should not separate content and experiences.

19. In reality, both content and learning experiences

do not exist in isolation.
• For example, a student cannot just engage in
learning or studying without experiencing some
activity and some content.
• Likewise, teachers cannot deal with content without
being engaged in some experience or some activity.
 PRINCIPLES TO BE FOLLOWED IN PROVIDING
LEARNING EXPERIENCES
• Proceed from known to unknown
• Easy to difficult
• Simple to complex
• Particular to general
• Whole to parts
• Empirical to rational
• Psychological to logical
• Actual to representative
 OTHER PRINCIPLES
• Principle of aim- It serves the goal for teacher
• Principle of learning by doing – The learner is
active by nature.
• Principle of linking – With actual life and other
subjects, theory and practical’s should be integrated
and linked with each other.
• Principle of flexibility and cooperation- The plan
should have scope to make necessary changes.
 Cont..
• Principle of diagnostic and remedial teaching
the teacher should suggest remedies and do
follow up to assess the outcome of her
suggestions.

• Principle of creativity- the ideal teacher will

make the pupil creative learner by introducing
the new material.
 Cont.
• Principle of planning- good teaching is always
well planned. Planning involves selection, division
and revision
• Principle of motivation or interest- interest is the
petrol that derives the mental engine.
• Clear understanding – the teacher should
proceed to the next chapter only if the previous
chapter is clearly understood to the students.
 Cont.
• Principle of co-relation and integration of
learning experience – Definite link must be
maintained between the various parts and the
theory with the practicals.

• Principle of revision and fixation – Teacher should

assure herself that pupils have grasped and fixed in
their mind
ROLE OF INSTRUCTOR IN SELECTION OF LEARNING
EXPERIENCE
• The teacher has to prepare relevant instructional
objectives for the task.
• Principles of learning have to be kept in mind
while planning learning experiences.
• Arrange content in accordance with the planning.
• Analyze and organize the elements of topics skills
into effective learning experience.
• Identify the abilities to be developed.
 Cont.
• Choose learning aids based on student abilities and
the specific objectives.
• Provide learning experience, evaluate, verify the
achievements of the objectives.
• Interpret results of evaluation for remedial work.
• Provide guidance and counseling for the learner.
• Estimate the time to be taken to teach the topic i.e.,
number of hours for theory and practicals.
ORGANIZATION OF LEARNING EXPERIENCE

In organizing learning experience, two aspects are

necessary:
Placement of the
Grouping selected learning
learning experience
experience covering
under subject sequencing and
headings integration
 ORGANIZATION OF LEARNING EXPERIENCE

• Grouping learning experience under subject

headings: Select the learning experience according
to criteria, organize the learning experience, so that
the student will receive maximum benefit. The
schools of nursing can make their own choice based
on their philosophy and objectives of the
organization. For example, behavioral science
applied to nursing: psychology, sociology.
• Placement of the selected learning experience
covering sequencing and integration: placement of
learning experience in the total curriculum is
second step in organization of learning experience.
All the elements of curriculum should be related to
one another. The learning experience should be so
organized that they continuously reinforce each
other refers to the relationship existing between
different levels of the same subject and skills.
 CRITERIA FOR ORGANIZING LEARNING
EXPERIENCE
• After having decided on the content, the next step is to organise the
content in a form that will facilitate learning. The following principles
have been proposed when deciding on content organisation (Sowell,
2000; Ornstein & Hunkins, 1998):
Scope
Sequence
Integration
Continuity
 Scope
Scope refers to both the breadth and depth of content
and includes all topics, learning experiences and
organising threads found in the curriculum plan.

Scope not only refers to cognitive learning but also

affective learning, and some would argue spiritual
learning (Goodland and Zhixin Su, 1992).

Sometimes the scope of a curriculum is narrow,

consisting of just a simple listing of key topics and
activities.
 Sequence
• Sequence refers to the organisation of content
and the extent to which it fosters cumulative and
continuous learning (referred to as vertical
relationship among sections of the curriculum).

• It is important that the sequencing of content

lead to cumulative development of intellectual
and affective processes.
The following are some principles identified as
guidelines in sequencing the curriculum: (Ornstein
and Hunkins, 1998, Taba, 1962, Bruner, 1960).

Simple
Whole to part
Chronology
Vertical organization
Horizontal organization
 Integration
• Integration is the bringing together of the concepts,
skills and values of different subject areas to
reinforce each other.
• Bits of information from different subject areas are
brought together in such a way to present the
learner with a unified picture of knowledge.
• It is the learners who integrate what they are
learning in their minds.
 Continuity
• Continuity ensures that ideas, themes and skills are
repeated as the learner progresses through the
grades.
• Why? This is because students may not grasp
certain concepts and skills in one experience and
have to be presented again before they become
clear.
• For example, students in the primary grades are
taught the principles of essay writing.
Cont.
• The same principles are repeated in the succeeding
years.
• Continuity ensures the reappearance of certain
major ideas at different grade levels at increased
depth and complexity over the length of the
curriculum.
• For example, doing experiments is a learning
experience that is repeated throughout the
teaching of science at increasing levels of
complexity and abstraction.
 Conclusion
The type of learning experience which is
needed to be provided should depend
upon the individual accomplishments of
the students as well as the philosophy
of education program.

The role of teacher is very important in

selecting the learning experiences for
the students.
 Conclusion

Although criteria for the selection and

organization of learning experiences
have been applied to the development
of curriculum content, further appraisal
is needed.

In addition, as objectives are changed,

new learning experiences must be
found or previously accepted
experiences modified to meet the new
goals. 
 SUMMARIZATION
• Introduction of Learning
• Definition of Learning & Learning Experiences
• Characteristics of Learning experiences
• Levels of Learning experiences
• Criteria of selection of Learning experiences
• Principles of Learning experiences
• Role of Instructor in Selection of Learning Experience
• Organization of Learning Experience
• Criteria of organization of Learning experience.
Questions ?
 RECAPTUALIZATION
Answer the following
1. Enlist three levels of learning
2. Enlist two aspects of organization learning
experiences.

Fill in the blanks

3. Learning is permanent change or modification
in ___________
4. Symbolic experience is offered through
___________
ANWER KEY –
1. Direct ,vicarious,symbolic
2. Grouping under subjects, sequencing and
integration

fill in the blanks

3. Behaviour
4. Verbal symbol
TRUE OR FALSE
1. Learning experiences should allow the student
to learn by doing.
2. There are two levels of learning experiences.
3. Principle of creativity is one of the principle of
learning experiences.
4. Integration and continuity may not be included
in the criteria for organization of learning
experiences.
ANSWER KEY –TRUE /FALSE
1. True
2. False
3. True
4. false
 ASSIGNMENT
• Write about your learning experience that
you have taken recently including all aspects
of organization of learning experience.
 Bibliography
• Neerja KP. Text book of Nursing Education. 1st ed. Jay
Pee Publishers. 2003 New Delhi. Pp:160-176
• Basvanthappa BT, Nursing Education. Is ted. Jaypee
publication. 2003 Noida.Pp153-184
Internet references
• happytreeflash.com/organisation-of-learning-
experiences
• www.infed.org/biblio/b-curric.htm
• http://cte.uwaterloo.ca/teaching_resources/tips/cours
e_content_selection_and_organization.htm
THANK
YOU!