Learning experiences, the nub of my 47th treatise on CBE, are activities or tasks that learners should undertake to develop the desired domains of learning — knowledge (cognitive), skills (psycho-motor), attitudes (affective), and values (normative). They’re interactions where learning occurs. As put aptly by Ralph Tyler, interactions happen among learners and the external conditions they react to.
So, there are umpteen approaches to developing strong learning experiences in the classroom. Teachers should be adept at it. In Interpretation of Curriculum Design, Mureithi Vincent contends, the effective approach is to intentionally design learner-centred activities aligned to core competencies, core values, and pertinent and contemporary issues (PCIs).
Therefore, the integral role of teachers is to guide, scaffold and support learners as they explore, investigate, create, discuss and solve problems. For learning experiences should surpass quotidian classroom tasks. They should be carefully-crafted engagements enabling learners to meet and interact with cogent content and real-life contexts. To appreciate the gist of learning experiences, it’s imperative to understand the concept of experience in its authentic educational experience. Learning experiences should be memorable, engaging and transformative.
Meaning, learners should anticipate participating in learning activities that are intellectually-stimulating, emotionally and socially-engaging: to leave indelible marks in their mortal minds. Ipso facto, learning should shape their thinking, actions, and the application of knowledge beyond the classroom. Again, carefully-crafted experiences should enable learners to continue learning independently through research, practice, exploration, experimentation, innovation and problem-solving. So, learning experiences should be academic activities stimulating curiosity and life-long-learning.
Ideally, learning experiences are informed by prior knowledge, differentiated learning or instruction, learning styles and multiple intelligences (MI) theory. Firstly, prior knowledge is information, skills, beliefs and experiences, which learners already have before learning new content; forming a firm foundation for progressive knowledge. Some sources of prior knowledge include home and family experiences, previous schooling, cultural or community interactions, media and technology, and personal experiences and observations.
Secondly, differentiated learning or instruction is an approach where teachers adapt their teaching methods, materials and activities to meet different needs, abilities and learning styles of students in a classroom. It recognises that learners are wired differently. Therefore, shaping pedagogy. Thirdly, learning styles revolve around different ways learners prefer to receive, process, understand, and remember information. Majorly, visual, auditory and kinesthetic (VAK) learning styles. Then, reading and writing learning styles, where they learn better by reading, writing, re-writing and summarising stuff. They learn better by poring over notes and core-course books.
Somewhat, visual learners understand information deeply when they see. They prefer pictures, diagrams and charts. They like watching demonstrations. They remember information through images. Therefore, teachers should make wise use of mind maps, charts, graphs, videos and flash cards. Auditory learners absorb information through listening and speaking. So, they’re the ilk of learners who enjoy discussions and lectures. Their learning is through listening and explanations. So, teachers should think about productive group discussions. Likewise, integrating ICT into teaching and learning allows such learners to listen to recordings and podcasts.
Then, kinesthetic learners are purely pragmatic. They understand better by doing and experiencing. They learn through movement and touch. They dote on hands-on activities. Such as experiments and practical work. Therefore, teachers should design exhilarating experiences for such learners by focusing more on experiments, role-playing, building models and field work.
Additionally, multiple intelligences (MI) theory is attributed to the American developmental psychologist, Prof Howard Gardner. In 1983, while at Harvard University, he published Frames of Mind: The Theory of Multiple Intelligences. Progressively, Thomas Armstrong developed the good idea into two titles: Multiple Intelligences in the Classroom and 7 Kinds of Smart. Howard rhapsodised about 7 intelligences, which later developed to 9. With the knowledge of uniqueness in smartness, educators can know how to be adept at it — development of strong learning experiences. One, verbal-linguistic learners are word-smart. Two, logic-Mathematical learners are number or logic-smart. Three, visual-spatial are image-smart. Four, bodily-kinesthetic learners are body-smart. Five, musical learners are music-smart. Six, intra-personal learners are self-smart. Seven, inter-personal learners are people-smart. Eight, naturalistic learners are nature-smart. Nine, existential learners are life-smart.
Furthermore, learning experiences are suggested in the curriculum design. In a nutshell, while developing learning experiences for lessons, teachers should consider a raft of factors revolving around the environment, which include: One, resources available. For instance, materials, equipment, digital tools, et cetera. Two, learner characteristics, focusing on abilities, interests, prior knowledge and learning needs. Three, relevance, entailing examples, scenarios, problems and contexts known to learners. Four, safety considerations, ensuring learning experiences are suitable and safe for an age group. Then, availing opportunities for active engagement. Such as collaboration, hands-on tasks, and problem-solving approaches. Additionally, focusing on formative assessment, experiences allow teachers to observe or collect evidence of achievement of Lesson Learning Outcomes (LLOs).
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Finally, following adroit development of LLOs, the teacher designs learning experiences — learner-centred activities providing opportunities to enact knowledge and skills. So, learning experiences are the engine of lessons. For they operationalise outcomes and provide contexts and tasks through which learning is enacted, practised and internalised. More importantly, activities may not directly “teach” attitudes. In lieu, there’s the natural emergence of dispositions as learners engage with knowledge and skill-focused tasks.
By Victor Ochieng’
Victor Ochieng’ rolls out talks and training services. He re-tools educators on CBE/CBC. vochieng.90@gmail.com. 0704420232
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