You are on page 1of 5

Unlike school or college, continuing judicial education programs do not necessarily serve learners who enroll in a full set

of courses within a particular curriculum. Planners and faculty cannot assume that learners are familiar with topics presented in previous courses. It is difficult for one course to build on another; therefore, individual courses must often stand alone. Some programs deal with this issue by developing a “core curriculum,” a set of courses in which a cohort of judges would be enrolled over time. Where this can be done, judicial educators should pay particular attention to the need for continuity, sequence and integration. Where some sort of core curriculum is not practical, these three issues need to be dealt with at the course level. Continuity refers to the reiteration and reinforcement of major concepts as learners move from one course to another. For example, exercises designed to help judges deal with gender bias might be used in an orientation course for new judges. Those exercises may be addressed again in another course on issues related to guardianship. Sequence refers to arranging topics or questions in an appropriate order so they build on each other. For example, a course dealing with recent decisions in domestic cases might precede a course which addresses child support guidelines. Integration refers to the need for linkages among the concepts within the curriculum so that learners get an increasingly unified understanding of how things fit together. For example, learners need opportunities to explore the connections between the problems of illegal drug sales, crime in public housing projects, and domestic violence.

General Principles in Selecting Learning Experiences
For a given objective to be attained, a learner must have experiences that give an opportunity to practice the kind of behavior implied by the objective.  Learning experiences must be such that the learner gets satisfaction from carrying on the kind of behavior implied by the objectives.

Suitability: learning experiences must be suitable to the learner’s present state of learning and characteristics. Learning experiences must begin where the learner is.  There may be many experiences that can be used to attain the same educational objective. This means planning a number of different learning experiences that will achieve that same objective. Selection of learning Experiences: Selection of Learning Experiences Accumulation: even though experiences provided may be different. We should select those contents and learning experiences that will in attaining the goals of the curriculum. Relevance to life: learning experience must be related to the learner’s real life situations in and out of school. they should all lead to the attainment of the same goal. learning experience is an activity which the learner engages in which results in changes in his behavior. This means starting from the simple and advancing to the complex. We shall first examine those criteria for selecting learning experiences Factors in Selecting Learning Experiences: Factors in Selecting Learning Experiences Validity: this refers to the relevance of the stated learning experience to the stated goals of the curriculum. Variety: learning experiences must cater to the needs of different types of learners by providing different types of experiences. There are some factors to consider in selecting both learning experiences and content. that is starting from the known and progressing to the unknown.  The same learning experience will usually bring about several learning outcomes. Selection of Content & Learning Experiences Selection of Content & Learning Experiences Content is what we teach. Subsequent experiences .

You will notice the aggressiveness of the student to learn the PowerPoint presentation because they have classroom report or oral examination from other subjects and they like to deliver it with the help of ICT. The learner might be task to create or design a classroom newsletter and it timely that you demonstrate the use of MS publisher application software. Does the experience help meet the evident needs of the learner? Many students will be self motivated if they discover that the activities are timely to their needs. Such learning experiences are important because of their multiple benefits. Significance: is the content significant or will lead it to the more mastery or more understanding of the course or subject. and is the content true or authentic. . Would this activities serve as the mirror on what is happening in their surrounding or just a house work and duties so the same conclusion can be applied in the situation that recall the learning experiences? 2.should build on earlier ones. Utility: here the question is whether the content selected is useful i. is the content related to the objectives. Multiple Learning: a single learning experience may bring about multiple outcomes. The learner might have a term paper project and it is very timely that your subject matter is about word processor software.e. Factors in Selecting Content: Factors in Selecting Content Validity: means two things. Can the experience bring optimum benefit to the learners? Take and second look in your exercises and ask yourself if these exercises or activities can be replicated by the learners when they go outside in the school. 10 Suggested Criteria for Selection of Learning Experiences 1. will lead to the acquisition of skills and knowledge that are considered useful by society? Interest: is the content interesting to the learner? Or can the content be made interesting to learners? Learn ability: is the content selected such that learners can learn and understand given their present level.

So you will say. Have you experienced by a situation whereby the student approach you and said “Sir I have answered all the exercises in Chapter 5”. Bringing the topics or discussion into the personal level of the learner is a great method to attain the appreciation objective. Then your answer is “that would be the next topic young man”. Let said you are Social Studies teacher your topic is about historical account in the landing of the Allied Soldiers in the beach of Normandy.3. tudlo I ako bi? (James how did you do that? Demonstrate it to me right away). 4. it is your task to device an activities that will arouse the interest of the learner. Does the experience encourage the learners to inquire further? This is the best opportunity of a good subject matter. Are the learners likely to be interested in the experience? As the teachers. ni unsa nimo pag buhat ana. I have lost time and ideas to discuss those pointer below so I hope our visitors can share their knowledge and experiences. 5. Then I call the attention of the entire class to watch the demonstration as part of strategy of praise and motivation as well as collaborative learning’s. you might experience this as a teacher. Dong. You might have a situation in which the student said Sir teaches me to how do create a form using excel program please. a well delivered lesson complement by lively exercises and by a dramatic generalization. That would be a great application of learning experience and an evident of transfer of learning. You could experience the situation where the student approached you and show her work which not included in the assignment. Have you noticed your student leaving the classroom characterized by silent and thinking mode? Inferring on the previous situation and organizing thoughts from the lesson. very good you advance already. Lastly. this event might not be relevant to them yet once presented with the motion pictures together the possible scenarios if this famous event did not happen what will be the future of the countries involve including the learners country and their fore fathers. Does the experience stimulate the learners to engage in higher levels of thinking and reasoning? . For the high school student.

. Do the experiences provide for the attainment of a range of instructional objectives? Prepared By: Medidas. Elaiza Mae V. Does the experience involve the use of different senses and sense perceptions? 7. Is the experience in accord with the life patterns of the learners? 9. How contemporary is the experience? Is it timely and relevant? 10. Does the experience approximate real life situations? 8.6.