UNIT 7 ORGANISING LEARNING

EXPERIENCES
Structure
7.1 Introduction
7.2 Objectives
7.3 Nature of Learning Experiences
7.4 Providing Learning Experiences in the Classroom
7.5 Learning Experiences in School: Material, Human, Financial and Time
Resources
Learning Experiencesfrom the Community: Material, Human, Financial and
Time
Use of Information and Communication Technologies(ICT)
Role of the School Head in the Organisation of Learning Experiences
Skills Needed for Organjsing the Learning Experiences
Constraints
Unit-end Exercise
Let Us Sum Up
Suggested Readings

7.1 INTRODUCTION
Education is an attempt to mould and shape the behaviour of the pupils. 'Learning
experiences' means learning activities undertaken in the school for shapingthe learners'
orientation to the content and ultimately enabling them to comprehend it effectively.
'Learning Experience' is the learning process.
The ultimate aim of the effectiveness of the school is not the amount of skill and
knowledge acquired or the level of proficiency attained but the amount and level
retained and used. It depends on the intensity and quality of learning experiences
whether they can foster retention and transfer of learning experiences or not. The
teaching methods and teaching aids generate learning activities. ~ e a c h i nvarious
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subjects or other project work/activitiesin the laboratory or field are also examples of
learning experiences. Only those learning experiences are considered good which
lead to the attainment of specific educational aims and objectives.
As a School Head your understanding of the learning process, its principles and their
organisation is essential and we would focus on these in this unit.

After going through this unit, you will be able to: -

recognise the need to create and acquire learning experiences in school;
find ways and skills of managing the learning experiences properly;
display a tholough knowledge of resources and the way they should be utilised
for organising and promoting learning experiences; and
recognise the constraints in the management of learning experiences.
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 Orgsnising Learning
7.3 NATURE OF LEARNING EXPER/IENCES Experiences

You, as a Head, must know that some important features of the/ task which affect the
rate of learning, retention and transfer are: I
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the perceptual clarity of the task;

the meaningfulness of the material; 1

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the difficulty of the material; and I

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those+aspectsof the task which interfere with the acquisition or retention of
other material.

So you should ensure that teachers ofyour school also take into account these principles
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while selecting the learning experiences. The pupils' needs nd interests, age, the
range of ability, mental level of the pupils, interrelationship between subjects, and

which a Head has to be vigilant about. t

specialisation of the teacher in the particular subject are som of the other factors
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7.4 PROVIDING LEARNING EXPER~ENCESIN

THE CLASSROOM ~

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The learning experiences should function the way you wish t em to in the light of
the overall aims and specific objectives. It should be feasi le in terms of time,
staff expertise, resources etc. to learn the content. The learni g experiences should
enable students to develop thinking skills and rational power. It should stimulate in
learners a good understanding of their own existence as indivi uals and as members
of a group. It should foster in learners' openness to new exper' nces and a tolerance
for diversity. .
For providing learning experience, a cone of experience lated by Edgar Dale
can be helpful for more clarity. His suggestion to the learner experiences
is to go as low on the scale as you need to, in order to but go as high
as you can, for most effective leaqning experiences.

12. Verbal symbols i

1 1. Visual symbols (signs, stock, figure) 1
10. Radio and recordings 1
9. Still pictures ~
8. Motion pictures 1
7. Educational television 1
6. Exhibits 1
5. study trips ~
4. Demonstrations 1
3. Dramatised experiences plays, puppets and role playing 1
2.

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Contrived experiences, model simulations

Direct purposeful experiences.

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Guidance and Supervision of
Curriculum Transaction 7.5 LEARNING EXPERIENCES IN SCHOOL:
MATERIAL, HUMAN, FINANCIALAND TIME
RESOURCES
The main task of the Head of each school is to provide and deliver effectively an
appropriate schedule using all the resources: material, human, finance and time which
are readily available in the school.

Dm Money Infrastructure
u Community

Buildings SCHOOL

Equipment
El Space Pupils

The Head and the teachers should be creative and should not become over-dependent
on outside resources for providing learning experiences. They can be made more.
positive, interesting, varied and, therefore, more effective through the frequent and
selective use of resources.
The Head must plan, anticipate, consult, supervise and act in a timely manner to
ensure that all the required resources are used fully.
Material Resources
Material resources include furniture, library, campus, laboratory equipment, sports
goods. Teaching aids, science equipment, TV, radio, computer, sound projector, LCD
and other motion pictures etc. The Head has to see that it is accessible to all when
required. He must supervise whether the teachers consider their (material resources)
use essential and eXective or burdensome and a mere formality. Low cost teaching
aids are attractive to all Heads, who run their school on small budgets. Hence, students
can be involved in preparing Teaching Aids from scrap items.
Human Resources
The Head must be careful that teachers, non-teaching staff and fourth class employees
also work amicably in order to make a congenial environment in the school which their
promotes their learning experiences. Teachers' competencies, skill, knowledge and
experiences must be utilised fully by providing them with a democratic environment.
They should refresh their knowledge by attending seminars and conferences. New
arrivals in the form of books and journals help them update their knowledge. All this
will go a long way in making the instruction effective.
With the last human resource viz. the students' participation, when sought, learning
experiences can be made effective as well as rewarding.
Financial Resources
A Head must plan a proper budget. Resources, which are purchased from school
funds, require special attention. For this reason, the Head usually delegates authority
and responsibility to the key teachers and ensures the provision of storage and
appropriate management. When resources are scarce, then the Head must make a
clear policy which is to be implemented effectively. He is to identify the ways in
which financial government provision can be supplemented. Fund raising activities Organising Learning
Experiences
can be organised with the help of parents, pupils and teachers. Lastly the initiative,
confidence, honesty and financial knowledge of the Head make the working of the
school kxce~~ent.
Time Resource
Time resources also contribute to pupil learning. Well-organised classes aim at effective
use of time. Some guidelines can be like this: I

a Treat time as a classroom resource. I

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a Arrange smooth transition froni one activity to an minimum change

over time. Clarity of instructions will be helpful in
a

a
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Ensure that the pupils' time is fully and meaningfull utilised.
Team teaching in selected areas where classes cin be grouped for common
learning activities is another way to overcome time constraints.
a The Head should see that the teachers are punctu I.
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Management of time resource is crucial to effective tea hing.
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teacher burnout. Its use ensures effective teaching. n
The management of all the resources in the classrool can be helpful in reducing

You as a Head must realise that managing the schools/ resources more effectively
will fulfil the objectives. The Head can bring it to the notice of the teachers that if they
manage the resources well. they will become more crdative and their lessons will
show better results.
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7.6 LEARNING EXPERIENCES @ROMTHE
COMMUNITY:MATERIAL, ~ U M A N ,
FINANCIAL AND TIME I
Learning is not confined to the boundary of the experiences
cannot be provided efficiently by or within the
can be available in the comniunity for
scope and opportunities for nieaningful
These niay be direct and realistic.
resources and opportunities for your school. These may either be brought
to the school or the school (teachers and pupils) can We discuss these in
detail below:

i) Inviting various pr~fessionulsor ugencies

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Professionals like doctors, environmentalists, social wor ers may be invited to schools.
Some professionals like technicians, businessmen. eng'neers. corporate executives,
media persons, actors, dramatists and persons from vario s walks of life can be invited

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in order to share different experiences. They can ex lain their unique aspects or
problems. Similarly many government or non-governm nt agencies could be helpful.
Visitors can talk. demonstrate or screen fil~ns. Pu bli relations departments have
many educative programnies available with them. Pollu ion Department helps to form
eco-clubs in the schools. These experiences are give by experts. These provide
variety and novelty in learning.

ii) Visiting the pluces qf learning experiences

Many a time it is essential 01 useful to visit the
~ where the resource exists.
Students and teachers L isit Iiistut ical places (forts, .) scientific industries1
laboratories (Thermal power plants. Litional .) botanical gardens,
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Guidance and Supervisi0n of ZOOS etc. Guides or other competent persons can explain the things or processes
Curriculum Transaction
there. Such visits are very interesting and informative to the pupils as well as to the
teachers. Proper planning for the visit - selection of place, duration, purpose, cost,
stay arrangement etc. - should be done well in advance to avoid unnecessary
inconveniences.
You as Head of the institution should plan these out-of-school learning experiences to
derive maximum benefits for your students. Your position and liaison with authorities
or community should be able to achieve the desirable objectives.

7.7 USE OF INFORMATION AND

COMMUNICATION TECHNOLOGIES (ICT)
All educational decisions are in the hands of the service providers: what information is
to be presented, for how long, in what sequence, and even in the case of such current
instructional broadcasting the schedule - when it is to be shown. The boundaries
between entertainment, public information and educational services can become
blurred. A'Shakespeare play, a concert or an informational series such as the
successful cosmos series carried by the Public Broadcasting System, may be
considered important instructional resources as well as entertainment.
Computer assisted instruction is the best-known interactive technology. If a student is
progressing slowly, helshe can practise at home and if one has mastered a section, he
can jump ahead to more advanced material.
Educational software on the computer would take a student through sequences of
slides and text presentation, providing information and administeringtests. ICT can Be
used to plan course work and manage the classroom. Daily tasks such as grading and
record keeping is possible Teleconferencing via radio, television or computer allows
teachers to excharrge experiences, develop curricula and co-ordinate educational
programmes. ICT in the form of cable, direct broadcast satellite, low power television
and video cassette and video disks will greatly increase the number of information
channels coming into the home, school and office.

7.8 ROLE OF THE SCHOOL HEAD IN THE

ORGANISATION OF LEARNING
EXPERIENCES
As school is a special agency wherein the planned learning experiences and activities
are provided with the objective of helping pupils to achieve the goals of education.
Organisation of learning experiences means employing the various available human or
material resources for deriving maximum benefit for the pupils. The human resources,
particularly the Head and teachers have an important role to plan and present these
experiences.
Guidelines for the organisation of learning experiences
The School Head holds a key position in the institution. When you accept this
responsibility (as a Head), everyone expects you to provide efficient and dynamic
leadership in all activities ofthe school. You become a planner, provider, guide, trainer
and supervisor.
As a Head you have to plan and arrange the human and material resources. You
would guide,'train and supervise the teachers and the pupils. You will often have to
attend to the parents' problems and suggestions. Appraisal of every activity and
everyone is the responsibility of the Head. Your job is multifaceted in nature and
scope. The Heads have challengingsjob of organising appropriate learning activities
and experiences. Discussions with some successful School Heads and other sources
have given us a few guidelin~whichmay be helpful in this regard. These are as
follows: 0
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 Essential and adequate human and material resources should be procured. Organising Learning
Experiences
Institutional plan or calendar of various activities should be prepared in consultation
with the faculty members.
Proper co-operation and co-ordination among the staff members is essential for
the effective organisation of the various activities.
Creative and innovative practices or projects from tea4hers and pupils should be
encouraged. I

Staff meetings and internal seminars should be utilisbd to train teachers to use
innovative methods or aids. !

Individual differences among the learners and the teachers should be recognised
and taken care of. I

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The teachers should be assigned duties keeping in vie their qualifications, areas
of interest and workload factor.

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The personality ofthe Head should reflect hidher comCitment, scientific attitude
humanly approach and adequate knowledge.
Democratic attitude and transparency in hisher functi ning should bevisible. It
helps to win the trust of teachers and pupils.
Supervision of the work of teachers by the Head shobld aim to help and guide
them to improve the teaching-learning process.
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Morning assemblies could be used for moral educati n and developing proper
social attitude.
Regular monitoring of various programmes is essenti I for progress.
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The Head should encourage teachers and pupils t improve teaching aids/
equipment. This may be helpful in making up shortfalls to some extent.

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The Head should collaborate with nearby schools o r e en colleges to share their
resources to organise proper learning experiences.
The Head should use hidher good position to utilise t resources of community
(professionals, agencies etc.) to promote learning ities in different modes.
The above list of suggestions for the School Heads only a microscopic view.
These guidelines may be unending. But as Head to devise your own ways
of working. Your intelligence and experience should prov to be your guide.

Check Your Progress 1

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Note: Write your answers in the space given below.

1. Enumerate any three needs for organising learning experiences.
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2. Describe the role ofthe Head in organising learning experiences in 30 to
40 words.
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Guidance and Supervision of ~,.ti"it~
Curriculum Transaction
As a Head you must have faced some problems in organising learning experiences.
Mention some of them and h o you
~ sot-ted them out.

7.9 SKILLS NEEDED FOR ORGANISING THE

LEARNING EXPERIENCES
Our institutional pianning may be an ideal one but ifthe execution does not match with
it, the whole system of organisation ofthe learning experiences is likely to fail. Some
managerial skills are essential for the proper implementation of the planning. Thus,
the personnel involved in managing these should possess or try to acquire some of the
requisite competencies.
Some ofthe basic abilities arid skills required by the Heads ofthe schools are described
as follows:
i) Ability to select proper learning experiences according to the set objectives;
ii) Abilityto identify the pupils' needs:
iii) Ability to select suitable personnel to de\ LC:desirable learning activities;

iv) Ability to ensure proper division of work and time for each teacher and for every
class:

v) Ability to identify and encourage the talented pupils in various curricular and co-
curricular activities;

vi) Ability to provide leadership to the teachers and the pupils;

vii) Ability to monitor and supervise and progress of various plans and guide the
concerned personnel;
viii) Ability to maintain harmony, liaison and co-ordination with the faculty and the
lion-teaching staff;

ix) Ability to mobilise out-of-school resources for the benefit of pupils; and
X) Proper skill to deal with the human beings involved --teachers, pupils, parents,
officials etc.

7.10 CONSTRAINTS
The School Head's job is multifarious in nature viz. procuring resources; planning
learning activities and experiences; administration of schoolwork: and co-ordination .
and supervision of teachers, pupils and various programlnes etc. As pointed-out earlier,
you can well visualise the enormous responsibilitv and challenge in organising the
various activities. Some problems do arise. Some may be due to teachers and pupils.
Some others may be due to material. financial or time rcsources. Some ofthe constraints
affecting the efficiency in teaching-learning process are as follows:
1. Lack of finances
2. Lack of skills and expertise among teachers for using or developing innovative
strategies
3. Teachers' indiff'erent attitudes and slackness in using new methods or resources;
4. Pupil's unwillingness and low intereqt i n accepting new modes of learning;
5. Non-availability of new technological resources of learning in the school;
6. Limited available time of learning to implement a scheme or pro-iect;
7. Local conditions - like shortage cir no supply ofelectricity
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The above list is just a sample ofthe few. So your job is difficult but challenges offer Organising Learning
Experiences
opportunities. Inspite of so many constraints, you can make use dfyour ingenuity and
utilise the co-operation of your team to create an environment of congenial learning.
Your creative approach to liaise with the community and human handling ability could
help to make up some handicaps or deficiencies of resources.

Check Your Progress 2 I

Note: Write your a'nswer in the space given below.

I. List any three constraints while managing learning experiences.
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7.11 UNIT-END EXERCISE 1

Consult with members of your staff or other Heads and prepade a plan to train your
teachers to useldevise new strategies of teaching-learning proeess.

7.1 2 LET US SUM UP

[
Learning experiences are the means for attaining educational go Is. Children learn by
thinking. feeling and doing. Man and material resources help 'n organising learning
experiences. Certain general principles may be borne in mind in organising various
learning situations. Head holding the key position has the m in responsibilities to
make the whole education process an effective one. So, you a a head should act as
a faoil itator, guide counsellor, provider and organiser for the prbvision of meaningful
learning experiences keeping in view the various constraints. i
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7.13 SUGGESTED READINGS 1
Jasn ant Sing11 ( 1964): Succe.ssfu1 Headmasters: A Practical (Guide to Educational
ild~~~ir~i.stlr'~~tim
Delhi ll~iiversityPublishers, Jallundhur I
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John. P. De Cecco (1 968): The Psychology of Learning and struction Educational

I'.sychologv. Prentice Hall lnc.
Ralph Garry ( 1 965): The PsychoIogy of Learning, Prentice H 11 of India (Pvt.) Ltd.
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