Development of Interdisciplinary Program on
Climate Change and Sustainability Policy- CLIMASP
Selecting Learning Experiences, Content and Methods
Jerash University
Learning experiences;
A learning experience is the interaction between the learner
and the external conditions in the environment to which he
can react.
Principles to be considered when selecting Learning
1. Learning is an active process in which the learner must be
2. Learning is affected considerably by individual goals,
values and motives.
3. Frequent repetition of response to a class of situations is
important in learning skills.
4. The wider the range of experiences presented to the
learner, the more likely are the generalizations and
discrimination to occur.
Criteria for selecting learning experiences;
The criteria for selecting learning experiences are derived
from the principles of learning;
1. Validity; experiences must be closely connected with
the educational goals and result in changed behavior
with respect to the stipulated objective.
2. Comprehensiveness; comprehensiveness demands
that all the objectives which are stated should have
corresponding experiences.
3. Variety; variable learning experiences should be
4. Suitability; learning experiences must be closely
related to the learner's needs, capacities, interests
end ail other factors which condition learning.
5. Balance and continuity; balancing experiences from
outside with others from the learning process itself.
6. Relevance; learning experiences should have maximal
relation to life.
Learning activities;
- Learning activities are those which allow students to
engage actively with the content.
When choosing types of activities, consider:
1. What knowledge/skills do you want the students to have
at the end of the course?
2. Do you want to integrate additional collaborative
activities, case studies, problem-solving, etc.?
3. Do you want to simply keep the students busy, or do you
want the activities to promote deeper learning?
Number of activities;
To determine how many activities a course should
have, the followings should be considered;
1. What is the minimum that students must do in the
course to achieve course goals?
2. What can students reasonably do when they are
taking other courses, working, and have a family?
3. Do you have time to give feedback for activities and
assignments as students progress through projects
that take several weeks?
Sequence of activities;
Before Class
Help students prepare for class by giving
them assignments such as readings,
article reviews, problems, etc.
Give students opportunities to practice
the skills and knowledge learned within
class discussion and give prompt
Out-ofAllow students to reflect on what they
class Activities have learned by activities.
Content can be divided into the three domains of
knowledge: Skills, Attitudes, and Values.
Appropriateness of content is situation driven: what is
appropriate for one course may not be appropriate for
another. Given this, appropriateness should be defined
within the scope of what is;
1. Technically feasible.
2. Socially acceptable.
3. Environmentally safe and sustainable.
Technical Feasibility;
Technical feasibility should be examined from two
1. Ability of the content to meet the course objectives.
2. What the content can achieve.
Social Acceptability;
- Not conflicting with the social norms.
Environmental Safety and Sustainability;
- The content should enhance better understanding of
environment safety and sustainability.
How to judge whether the method is well chosen;
As a guide in the selection of methods a useful set of
criteria to judge whether the method is well chosen is
1. Is the chosen method adapted to whether we wish to
change knowledge, skills, attitude, or behavior?
2. Are the educational activities clearly specified so that we
know what the student will see, hear, discuss, and carry
3. Are the different methods integrated in such a way that
they reinforce each other?
4. Are the educational needs and means adequately
Methods are the means or ways that we use to
teach material (content) to our students. Our choice
of methods depends on what we want to
teach (content), who we are teaching, and the level
of competence expected.
Content can be divided into the three domains of
knowledge: Skills, Attitudes, and Values.
When we are teaching knowledge, we can use a
variety of methods, with the goal of getting the
learner to actively engage in learning the
II. When teaching skills, we need to demonstrate
and point out important aspects, supervise the
student doing the skill, or talk the student
through the skill.
III. When teaching about attitudes, we need to use
methods that require the application of the
attitude in particular situations.
A number of different teaching methods can be used.
The method selected will depend on;
1. The learning objectives,
2. The technological resources available,
3. The overall course design,
4. The instructor’s training.
Thank You

similar documents