MODULE2

UNIT-3 learning experiences

A. Learning Experiences: (concept)

Children learn by feeling, thinking and acting.

Learning experiences is not a part of a syllabus, nor is it a unit or teaching point.
It is neither a traditional lesson nor simply activity. It is the interaction of the
learner and the situation provided by the teacher. Each of these learning
experiences modifies the behaviour of the pupil. Learning experiences result
from the interactions of learning activities. Learning experiences depend upon
how well you can organize learning activities. The more adequate and
methodical the learning activities are, the richer will be the learning
experiences. in order to produce different types of learning experiences, the
teacher may provide various activities, ; if he provides different learning
activities , different types of learning experiences will result

Classification of Learning Experiences ( Types )

Learning experiences can be classifieds into two categories:

a) Direct Experiences
b) Indirect Experiences

Direct Experiences:

Firsthand experiences with objects or symbols are

termed direct experiences. These experiences are more than perpetual learning
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in the sense that they include experiences with symbols. Perpetual learning
arises out of experiences dependent upon seeing, hearing, smelling, tasting,
touching, feeling, having and manipulating objects in various ways. Some of the
illustrations of direct experiences are given below:-

observing samples or specimens;(an eye,a pyramid)

experimenting with physical and chemical materials(H2 S,A Base)

setting up apparatus for experiment;(parallel resistence)

drawing figures, painting models(a map,a cube,abacus)

constructing models, charts, plans, diagrams;(a model of an ear,a cone)

dramatizing historical events;(Shivajis coronation)

summarizing a lengthy description;(apoem-2 linnets)

collecting, analyzing and interpreting the data & generalizing it;(graphs)

listing of important facts , points;(living things)

presenting ideas orally or in writing.(essay on if I wouid be a prime

minister)

Indirect Experiences:
Those experiences which are not firsthand experiences are
termed as indirect experiences. It is very difficult to have direct experiences in
all matters. Every student cannot get a direct experience in all matters such as
tremors of an earthquake, feelings while travelling by air or by sea. A student
can appreciate them through imagination only. Indirect Learning experiences
also have a place in the process of learning since it is impossible for all to have
first hand experiences for e.g. A person has recently visited Kashmir. He
beautifully describes the beauty of Nature in Kashmir. The listeners enjoy it. On
the part of the listeners , this experience is not firsthand experience, it is an
indirect experience.

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 Here are some more examples of indirect experiences:-

1. reading accounts or descriptions or discussions in books, magazines,

journals , newspapers;
2. observing pictures, photos, maps, charts, models;
3. Listening to oral descriptions, lectures, talks.
It may be pointed out here that it is rather difficult to completely
separate the activities resulting in direct and indirect experiences; it may not
even be
Desirable to do so. In many activities there may be combinations of
direct & indirect experiences.

Characteristics of a Good Learning Experience

The responsibility of the teacher is to provide to his students

learning situations composed of a variety of learning activities, so that they may
have direct as well as indirect learning experiences which ultimately result in
learning.

The learning experiences should be directly related to the behavioral

objectives , since our aim is to achieve the behavioral objective through
learning experience.
EXAMPLE:Students draw geometrical figures
It should be meaningful.
Example:Game,exersions,nature study
It should satisfy the psychological needs of the learners.
Example: I.D., love , sympathy, recognition etc
It should be appropriate to the maturity level of the learner.
Examples: profit and loss in 5th std etc
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 It should be related to life situations, so that it may be more affective,
more meaningful, and the learner will be more satisfied.
Examples: bank transaction in math, Types of motion -6th std
It should be reinforced ( law of effect )
It should be intensive. How to produce an intensive experience in an art.
Again, how to change (increase or decrease) the intensity of an
experience is also an art. Examples: use of audio visual aids like a an
audio song for teaching grammar, specimen of an heart etc.
It should be varied, rich in content and novel. Multisensory experiences
will be helpful in sustaining interest in an activity. A novel experience
also will ensure that students who study the digestive system of various
animals will get a richer experience than the one who studies the
digestive system of only one animal. The novelty, richness & variety of
an experience sustain the interest & motivation of the students.
Examples :few audio,few visual ,sometime audio visual aids.
It should be related to the availability of the material and of time. This is
the practical aspect of selecting learning experiences.
Examples: all material for making a model (light travels in a straight line)
should be available in the market.

Sources of Learning Experiences:-

There are many sources through which an individual can gain
lots of learning experiences:-

HOME:- Home provides a number of learning experiences e.g. sitting,

standing, walking, running, talking, oral expression etc. the home is
mostly an informal agency.

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 SOCIETY: - Many desirable & undesirable experiences are provided of
society. Many vices & virtues can be developed through all these
experiences. You can develop honesty or dishonesty. This is again an
informal.

PEER GROUP: - Learning experiences through the peer groups helps in

developing such qualities as honesty, we feeling, leadership etc.

SCHOOL:- A school is a society in miniature. This is formal agency

providing a variety of learning experiences.

a. Experiments: - They provide learning experiences related to

laboratory skills.
b. Excursions & Visits:- They provide learning experiences which
may help students to develop certain good qualities co- operation,
helpfulness etc. Again they help to develop the skills to budget for
the expenditure, how to face problems etc. The students come in
contact which people of various types speaking different
languages.

c. Exhibitions:- They provide learning experiences which may help

students to develop the we- feeling, skill of presentation etc.

d. Audio visual aids:- They widen the scope of knowledge and

understanding. Again, they provide learning experiences which
develop pupils interest.

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 e. Co curricular activities:- Debating, elocution, dramatization
help students to achieve skills in expression systematizing
arguments, reasoning etc.

f. Sports & Games:- They provide learning experiences which may

help students to develop qualities of leadership, an attitude of co-
operation, an ability to follow others, the we- feeling,,
sportsmanship etc.

g. Methods of Teaching:- Group discussions method, assignment

method, workshops, seminars etc; provide various types of learning
experiences to widen the horizon of students knowledge and
understanding.

h. School library:- Books, journals, magazines etc enrich the students

knowledge and understanding.

MASS MEDIA: - Radio, T.V., newspaper, libraries etc; enrich the

students knowledge and understanding.

B) VALUE BASED LEARNING

EXPERIENCES
We have already seen that objectives can be conveniently classified into
three domains:

a. Objectives from the cognitive domain.

b. Objectives from the affective domain

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 c. Objectives from the psychomotor domain.
NEED:
As far as our present day curriculum and the attitude of the
classroom teacher towards the teaching learning process are concerned it is
evident that teachers the achievement of objectives from the cognitive domain
and neglect those from the affective and psychomotor domain. It is an accepted
fact that in shaping ones behavior, the learning experiences of all these three
domains play an important role. They are, so to say, indispensable for the all
round development of personality.

John Ruskin once remarked: You do not educate a man by

telling him what he knows not, but by making him what he was not.

Here, the emphasis is on behavior (conduct) rather than

knowledge. A man of right conduct and of less knowledge is preferable to a man
of knowledge indulging in a wrong conduct. An illiterate man of high conduct,
high character and polished manners is an asset to society while a literate man
of low character, undesirable conduct and rough manners is a liability. One of
the aims of our education is to create good and intelligent citizens, (literate
citizens having high character, right conduct and polished manners) how is this
aim to be achieved?

The answer is that teacher should emphasize the learning

experiences of the affective domain. These learning experiences are termed as
emotionalized learning experiences. They will shape the personality of the
students; will direct their behavior in a way that is desirable for society. The
teacher should make a greater effort to provide the emotionalized learning
experiences.

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 In this age, we need to promote fellow feeling, honesty,
responsibility, co- operation, independence, leadership, followership etc.This
will include the provision of emotionalized learning experiences, as a result of
which students develop right positive attitudes, appreciation, interest and habits
of good behavior.
The teacher is responsible for all these learning experiences in the class room.

Today the situation is not quite satisfactory sometimes our

first class graduates or post- graduates, irrespective of their mastery of their
subject, cannot get along with others. This happens only because the important
aspect of the formation of attitude which control an individuals behavior ,
which has been totally neglected in their so called education.

Literacy is not education. When good behavior, which

includes many qualities such as self control, civic sense, sympathy towards the
poor, disgust for injustice, respect for others etc is added to literacy, it becomes
education. Literacy is a part of education and not the whole education. It results
from the achievement of the cognitive objectives, while education is the result
of the achievement of the objectives of all the three domains.

No wonder Value learning experiences lay an important

role:
a. In shaping the all round development of individuals personality and
b. In making an individual educated in the true sense of the word.

Activities:
1) Visits: visit to schools of deaf and mute, home of aged, leprosy
center etc

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2) Celebration of national festivals: Independence Day, republic day.
3) Celebration of important days: mothers day, aids day etc.
4) Excursions: nature parks etc
5) Assembly: value based
6) Talks: on importance of virtues in life .
7) Reading: Books: Mahabharta, punchtantra, Ahadis etc

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