Selecting Experiences
Selecting Learning Experiences
With objectives set, Tyler’s second question follows: what experiences will help learners reach them? A learning experience is not the content or the teacher’s activity; it is what the learner actually does and undergoes. This chapter defines the term, sets out the teacher’s real role, gives five principles for selecting experiences, and works through experiences for thinking, information, attitudes, and interests.
A learning experience as the interaction between a learner and the environment, and why what the learner does, not the teacher, is what is learned
How a teacher provides experience by shaping the environment, and why every learner in the same room has a different experience
The five principles for selecting learning experiences: practice, satisfaction, range of possibility, multiplicity of experiences, and multiplicity of outcomes
Inductive, deductive, and logical thinking, and how problem-based experiences provoke the thinking an objective calls for
Why information has no value as an end in itself, and how to set experiences so that information is learned and remembered
How attitudes form and why they cannot be forced, and how to build experiences that develop genuine, lasting interests
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