CURRICULLUM TEACHING,QN-In reference to the subject of your specialization, show how the organization of the learning experiences as discussed by Tyler (1949) is reflected.

 The term ‘learning experience’ is not the same as the content with which a course deals nor the activities performed by the teacher. So, that is to say, learning experience refers to the interaction between the learner and the external conditions in the environment to which she or he can react. Hence, learning takes place through the active behavior of the student. It is what he or she does that he learns not what the teacher does. It is possible for two students to be in the same class and for them to be having two different experiences (Tyler 1949:63).

This definition of learning experience as involving the interaction of student and his environment implies that the student is an active participant, that some features of his environment attracts his attention and it is to this that he reacts (Tyler 1949:64).

Generally learning experience are actually activities that may be written into the curriculum plan and that provide opportunity for students to reach the objective specified under the guidance of school environment.

The teacher can provide an educational experience through setting up an environment and structuring the situation so as to stimulate the desired type of reaction.

Organization of learning experience has no precise meaning; therefore, “important changes in human behavior are not produced over night. No single learning experience has a very profound influence up on learners. This means changes in ways of thinking, in fundamental habits, in major operating concept and in attitude, in abiding interest and the like develop slowly”.

In order for educational experiences to produce a cumulative effect, they must be so organized as to reinforce each other. Organization is thus important problem in curriculum development because it greatly influences the efficiency of instruction and the degree to which major educational changes are brought about in the learners (Tyler 1949: 83).

By referring to English as the subject of specialization, the followings are the facts showing how the organization of the learning experiences discussed by (Tyler 1949) is reflected;

In considering the organization of the learning experiences, we may examine their relationship over time and also from one area to another. These two kinds of relationship are referred as to vertical relation and horizontal relation;

Vertical organization, each learning experience should be built upon the earlier ones (Tyler 1949); when examining the relationship between experience in English Language subject in form one, form two and form three we are considering it as vertical organization. For example, in form one the English Language Subject in the topic of “Writing Skills” students are taught how to write personal letters such as friendly letter, the same topic is taught in form two whereby the students are taught how to write cards and messages, also in form three students are taught how to write a narrative compositions or essays, writing expository compositions, writing descriptive composition, writing argumentative composition and writing formal letters (Tanzania Institute of Education 2010:39-44) .Therefore, from this first stage of organization of the learning experience in form one, form two and form three shows how vertical organization goes broadly and deeply.

From the vertical organization of learning experience discussed above, there are two criteria of organization which fall under it, which are continuity and sequence;

Continuity refers to the vertical reiteration of major curriculum elements (Tyler 1949). For example, in the topic of “Reading Skills” in form one, students are taught reading of short stories example “Mabala the farmer” and “Hawa the bus driver” also they are taught reading of variety of texts including variety of texts on environmental degradation, child labour and drug abuse. In form two students are taught reading for comprehension like reading and obtaining general information and specific information. Such as reading texts on different topics including those of gender, environment, family life education and child labour.  In form three there is reading of literary works including selected literary works, through identifying and analyzing settings, main plot, themes and main features of different genres (Tanzania institute of education 2010:12, 25-26, & 40).

Another topic which falls under continuity is ‘Listening skills’, in form one there is listening and understanding simple oral texts, in form two there is listening and understanding various simple oral texts on various issues, in form three there is listening for information from different sources example transparency, films, tape recorders, recorded materials, and in form four there is listening for information, for instance recorded tapes, paper, realia (Tanzania Institute of Education 2010:2, 18 &31-32). Due to the importance of this topic it recurs in all levels even in form five and form six.

Sequence refers to the increasing breadth and depth of the learner’s development. Sequence as a criterion emphasizes the importance of having each successive experience build upon the preceding one but go more broadly and deeply into the matters involved (Tyler 1949). More over sequence is the recurrence of the major curriculum elements at the same level of education for the purpose of going broadly and deeply into the subject matter involved.  Example in form three the topic of ‘reading skills’ is broadened whereby students are taught genre of literature which are plays, novels and poems and the same topic is repeated over and over at this level. Example the form three students can be taught two novels in the first term, and then a teacher can decide that the students should repeat reading these novels at the end of the second term for the purpose of broadening and deeper understanding on the cross-cutting issues found on the novels.

Horizontal organization, the learning experience should be reinforced by activities in other subjects (Tyler 1949). When considering the relationship between the experiences in form five English Language Subject and form five Kiswahili Subject this is what is referred by horizontal organization of learning experience. For example, in form five English language students are taught about the topic of ‘Word formation’ as well as in form five Kiswahili subject they are taught ‘Uundaji wa maneno’ in which these concepts are not taught as isolated ideas to be used in a single course but are increasingly part of the total capacities of the students to use in various situations of his daily life. A concept from one field can help a learner to understand a related concept in another field.

From the horizontal organization of learning experience discussed above, there is a criterion involved in organization which is integration;

Integration refers to the horizontal relationship of curriculum experiences. The organization of these experiences should be such that they help the students increasingly to get a unified view and to unify his or her behavior in relation to the elements dealt with (Tyler 1949:85). For instance, in form five English Language and Kiswahili Subjects  students are taught “Morpheme” and it’s types like free morpheme and bound morpheme, the same concept of morphemes is taught in Kiswahili as “Mofimu” with its types which are “mofimu huru and mofimu tegemezi”. Therefore, it is through horizontal organization of learning experiences among two subjects that is English and Kiswahili enable students to unify views and relate them in his or her daily life.

Another topic which is integrated from English language subject and Kiswahili subject in form six is ‘Translation and Interpretation’ in Kiswahili it is known as ‘Tafsiri na Ukalimani’.In this topic there is massive translation from the ‘source language’ – ‘lugha chanzi’ to the ‘target language’ – ‘lugha lengwa’.

                              

In a nutshell, therefore Tyler recognizes that organization of learning experience is not totally within the power of teacher to select. Nevertheless, he maintains that the teacher can control the organization of learning experience through manipulation of the environment, which results in stimulating situations sufficient to evoke the kind of learning outcomes desired. Therefore the learning experience should be organized in such a way that ideas are presented in smart manner for broader and deeper understanding of the students. Furthermore clearly organization of learning experience will enable a student to integrate the idea of one subject to another for deeper understanding as well as to enable student to develop their knowledge from the first idea to the next.

REFERENCES

Tanzania Institute of Education (2010).The ordinary English language syllabus.

                                                     Dar-es-salaam: Ministry of Education and Vocational     

                                                     Training.

Tyler, R.W. (1949).Basic Principles of Curriculum and Instruction: Chicago: Chicago

                     University Press.