- Strong learning experiences should move beyond routine classroom tasks to promote active, meaningful participation.
- Teachers must align activities with competencies, values, learner needs and real-life contexts under CBE.
- Effective experiences should stimulate curiosity, problem-solving, collaboration and independent lifelong learning.
Development of strong Learning Experiences, the nub of my 47th treatise on CBE – happen to be activities or tasks learners should do to develop the desired Domains of Learning — knowledge (cognitive), skills (psycho-motor), attitudes (affective) and values (normative). They are interactions where learning occurs. Ralph Tyler (1902-1994), the American educationist that was privileged to work in the field of assessment and evaluation, observed, Learning Experiences as interactions that happen among students, and as well as external conditions they react to in the province of learning. So, there are umpteen approaches to deft development of strong Learning Experiences in classroom. Teachers should be adroit and adept at it. In Interpretation of Curriculum Design, Mureithi Vincent contends, the effective approach is to intentionally design learner-centred activities aligned to the CBEs: 7 Core-competencies, 8 Core-values, and the manifold Pertinent and Contemporary Issues (PCIs).
Therefore, integral role of teachers is to guide, scaffold and support learners as they explore, investigate, create, discuss and solve problems. For strong Learning Experiences should surpass quotidian routine and 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 strong Learning Experiences, it is imperative to understand the concept of experience in its authentic educational experience. Strong Learning Experiences should be memorable, engaging and transformative.
Meaning, learners should anticipate to participate 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 application of knowledge beyond classrooms. 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.
Learning Styles Shaping Pedagogy and Methodology
Ideally, Learning Experiences are informed by Prior Knowledge, Carol Ann Tomlinson’s Differentiated Learning or Instruction (DL/I), learning styles and Multiple Intelligences (MI) Theory attributed to the American Developmental Psychologist at Harvard University, Professor Howard Gardener. Firstly, Prior Knowledge is information, skills, beliefs and experiences, which learners already have before learning new content; forming 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, DL/I 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, learners are wired differently. Therefore, shaping pedagogy and methodology. Likewise, David Kolb in Experiential Learning Theory, mapped the four distinct styles: Accommodating, converging, diverging and assimilating, which abut on the a 4-Stage Learning Cycle. Thirdly, learning styles revolve around different ways learners prefer to receive, process, understand, and remember information. Majorly, Neil Fleming’s visual, auditory/aural, read/write, and kinesthetics. 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 are the ilk of learners that enjoy discussions and lectures. Theirs is learning through listening and explanations. So, teachers should think about productive group discussions. Likewise, integrate ICT into teaching and learning for such learners can 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.
Multiple Intelligence (MI) Theory
Additionally, Multiple Intelligences (MI) Theory is attributed to the American Developmental Psychologist, Professor Howard Gardner. In 1983, while at Harvard University, he published Frames of Mind: The Theory of Multiple Intelligences. Progressively, Thomas Armstrong gelled the good idea in 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, strong Learning Experiences are suggested in the Curriculum Design (CD). In a nutshell, while developing strong 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 consideration, 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 allowing teachers to observe or collect evidence of achievement of Lesson Learning Outcomes (LLOs).
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Finally, following adroit development of Lesson Learning Outcomes (LLOs), the teacher designs strong learning experiences — learner-centred activities providing oodles of opportunities to enact knowledge and skills. So, strong 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 “teach” attitudes directly. In lieu, there is 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 in schools. He re-tools teachers on CBE. He speaks to Grade 10 learners about Career Choices, Study Skills and School-Based Assessments (Projects, Practical and Written Tests). vochieng.90@gmail.com. 0704420232
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