Learning experiences and sample resources

Learning experiences are student-based activities that:

 provide opportunities to achieve the objectives described in the dimensions of the syllabus
 occur in authentic, relevant and worthwhile contexts
 vary in scope and depth, duration and degree of challenge
 reflect current practice in the wider community
 suit particular student needs, abilities and interests
 allow students to work independently and with others
 encourage students to think and act for themselves.

Learning experiences should provide a balance and variety of activities across the whole course

and cater for the school’s context, resources and the unique characteristics of each cohort of

students.

Guidelines for sample resources

The following sample resources incorporate the objectives described in the dimensions of the

syllabus, include suggestions that schools could choose to follow, and offer flexibility to cater for a

wide variety of students and school contexts. They are neither prescriptive nor exhaustive.

These sample resources demonstrate:

 organisation and development of course content

 teaching and learning supporting the syllabus
 learning experiences that support achievement of the objectives described in the dimensions
 alignment between content, learning experiences and assessment.

Sample learning experiences

Learning experiences are designed to provide ideas and suggestions that teachers may adapt,

expand or modify to suit the context in which they are teaching. These may also provide a

foundation from which assessment may be developed.

The following sample learning experiences are for Unit 1 only. These are designed to

demonstrate the range of learning experiences possible and are not listed in any particular order,

nor are they exhaustive.

Unit 1 Inquiry: What shapes the individual? — Examining the
processes of socialisation of individuals
Learning experiences relevant to this unit could include the following.

 Use a variety of reference materials to investigate the agents of socialisation such as family,

peers, school, media, and describe their influence on the individual.

 Develop an understanding of the term “conditioning” through presenting and discussing Ivan

Pavlov’s experiment (1927).

 Analyse a range of media sources to examine the use of stereotypes and conditioning within

society.

 Examine socialisation using Maslow’s hierarchy of needs as a theory in psychology.

 Use relevant case studies, such as the Story of Genie and the Harlow experiment, to

understand the possible effects of childhood isolation on socialisation.

 Critically evaluate a theory on the emergence of self being a product of social interaction, e.g.

Charles Cooley’s “Looking Glass Self” theory, George Mead’s “Generalised Other” theory.

 Research and analyse information gathered from studies on twins to understand the

complexity of factors which influence the development of an individual.

 Debate the extent to which personality and social behaviour are the product of heredity

(nature) or the product of environment (nurture).

 Undertake a field trip to observe group behaviours and evaluate the findings with respect to

the ideas presented by a relevant theorist/s.

 Compare and contrast Jean Piaget’s theory of cognitive development with Lawrence

Kohlberg’s theory of moral development.

Teaching Strategies:
Activity-Based Teaching Strategies
Created by: Dominique Lim Yañez
Activity-based Teaching
· Points toward the learners active learning role.
· Ìnvolves strategies as:
÷ Cooperative learning
÷ Simulations and Games
÷ Case studies
÷ Problem-based learning
÷ Self-learning Modules (elements)
· Makes the learner do more than just listening and studying.
· Learners implicate creating and storing knowledge.
· Greater knowledge retention and high level performance.
Cooperative Learning (CL)
· (Lindauer & Petrie, 1997) based on the principle that learners work with each other and are
responsible for not only their own knowledge but as well as their group members.
Types of Cooperative learning
· Formal Cooperative learning group
÷ Are more useful in academic setting rather than in-service or patient education situation (e.g.,
assigning groups of students to develop a proposal for a clinical
research study).
· Ìnformal Cooperative learning group
÷ Can be used in any setting (e.g., teaching about the childbirth experience to a group of parents to
be.)

Types of Cooperative learning

· Base Cooperative learning group
÷ Could be applied easily to new staff orientation or teacher-ship programs (e.g., new registered nurses
being oriented to a new HC facility).
· Summary of types
of CL groups.