Selection Of Learning Experiences Research Articles

Process of Language Curriculum Development

There are various frameworks for the process of curriculum development. According to Graves (1996), many frameworks have been proposed for the process of curriculum development and course design through which they are broken down into their components and sub-components. Such frameworks are useful since they provide an organized way in understanding a complex process; they provide domains of inquiry for teachers, through which each component brings up ideas and raises issues for the teacher to pursue; and finally they provide a set of terms currently in vogue about course development and thus a common professional jargon and provides access to the ideas of others. This paper is an effort to discuss the different models involved in language curriculum development when all of these models highly overlap with each other to some extent. One of these models has been proposed by Tabawho (1962, cited in Dubin and Olshtain, 1986) outlines the steps of a curriculum process which a course designer must follow to develop subject matter courses as: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, determination of what to evaluate and the means to evaluate.

A new approach to teaching and learning in journal club

In order to develop the capacity to adapt to changing circumstances, trainee doctors need to equip themselves with skills in acquisition, appraisal and application of new knowledge.The journal club traditionally provides a forum where these skills can be fostered. A newly introduced journal club format is described, which has a careful selection of learning experiences to enhance deep learning of these skills. The journal club is placed in the context of clinical care problems that require use of information from the medical literature. These problems are converted into focused, answerable clinical questions. Based on the clinical question, systematic literature searches are conducted and the identified articles are appraised using structured methodological guidelines. Clinical problem-solving skills are acquired through use of teaching methods that are associated with learning-forunderstanding.

Curricular Interests of a Group of Nigerian Secondary School Students

Interest is an essential factor contributing to success in learning. These days, when learning and teaching are largely regarded as child-centered, studies involving the interest of the learner (the child) are needed to help the task of curriculum planning and evaluation. The problem of interest can be approached in at least two ways: through the selection of learning experiences, and through the selection of content or subject matter. The present study focuses attention on subject matter, the aim being to find out how a group of adolescents see their various school subjects.

Operationalism: A Philosophy for Social Work Education

Abstract This paper presents and utilizes an operational philosophy of social work education in an attempt to identify effective and useful educational experiences. The effects of educational philosophy on curriculum content and emphasis, selection of learning experiences, and the determination of learning outcomes is discussed. The value and utility of an explicit philosophy in educational decision making is also stressed.

The Curriculum-Then and Now

Any effort to review the past half-century's development of the school curriculum in the United States encounters a confusing complexity. To bring my task into manageable size, I have chosen to focus attention on the development of curriculum theory, with occasional comments on the ways in which courses of study and curriculum guides diverge from the accepted rationale and with still fewer comments on the discrepancies between teaching practices and curriculum theory. To simplify this complex review still further, I shall examine each of three major aspects of the curriculum in turn: the formulation of educational objectives, the selection of learning experiences, and the organization of learning experiences. Although evaluation of the effectiveness of the curriculum is commonly included as an aspect of the curriculum itself, I shall not discuss it here.

Some Basic Problems in the Development of the Instructional Program

IN THE development of an educational program attention must be given to determination of objectives, to selection of learning experiences, to organization of those experiences, and to evaluation of the outcomes of instruction. This chapter cites recent studies and writings that bear upon the first three of these fundamental processes, with especial reference to education for early and middle childhood.