Defining appropriate learning objectives
When planning adult training classes, it is constructive to use a checklist that highlights the main topics to consider in class. This checklist will enable a teacher to form questions and goals in creating a curriculum for the training classes. Process and product model set the goals expected at the end of the curriculum, and it defines achievement methods of the objectives in the curriculum (Tyler, 1951). Objectives of process and product model equip teachers to help adult students understand their keyboarding skills. The model should also help the students understand the essential concepts required in keyboarding classes. As a result, it enables teachers recognize approaches suitable in developing effective learning strategies. This model is appropriate since it allows students to master crucial keyboarding skills, which will give them a chance to pursue their courses. Another perspective entails formulation of skills and competencies as the main objectives of planning and design. This implies that curriculum objective of process and product model constitutes the conducts that learners need to show (Clements, 2007). This helps teachers realize that the objectives of the model are positive since the learners’ show skills possessed or knowledge gained, and attitudes developed.
Establishing Useful Learning Experiences
Establishing useful learning experiences focuses on different aspects such as skills, knowledge, attitudes, insights and values gained from the course. Process and product model are essential in establishing learning experiences because it emphasizes consistency among objectives, learning experiences, and outcomes. According to Tyler (1951), the design of the curriculum tackles the school’s intentions, practices that need integration in order to facilitate learning, and the information or consent the school should fit in the curriculum (Clements, 2007). This involves the distinction by first recognizing modern curriculum scholars’ scepticism toward any form of corrective standardization and research. Learning experiences uses both current and past curricula to influence the objectives of education. This means that the traditional groups of appraisal and assessment related to rational planning models of the program must now be positioned in an extensive social and structural context. This is because preparing curricula should enable people to learn new things and apply them for the overall benefit of the entire society. Learning experiences in keyboarding skills will be instrumental in future applications of skills to the adults in various fields (Henderson, Kesson and Schubert, 2009).
Organizing Learning Experiences to have a Maximum Cumulative Effect
When organizing learning experiences, it is essential to ensure that the program will achieve all the objectives. For this concept, the adult learners must understand the elements of keyboarding skills and relevance in future projects (Henderson, Kesson and Schubert, 2009). For example, the objectives set should enable both students and teachers to analyse the activities, interests, problems, and insufficiencies that might serve as sources for the educational objectives. Another experience for the cumulative effect is to analyse contemporary society to identify social demands and needs that imply educational goals. The result of the curriculum affects the establishment of process and product model because the development of the curriculum addresses implementation of the design in any learning environment. This means that students need concrete experiences to which the readings connect to their interests. Criteria required in formulating an organized learning experience comprise of continuity, sequence and integration. These criteria should exist in the curriculum because keyboarding skills will be progressive and incorporated in other applications of the future projects (Boone & Quinn, 2007).
References
Boone, E. J., & Quinn, E. H. (2007). Curriculum development in adult basic education.
Chicago: Follett Educational Corp., Educational Opportunities Division.
Clements, D. (2007). Curriculum research: Toward a framework for research-based
Curricula. Journal for Research in Mathematics Education, 38(1), 35-70. Retrieved from <http://gse.buffalo.edu/fas/clements/files/Clements_CRF.pdf>
Henderson, J., Kesson, K., & Schubert, W. (2009). Curriculum work at the intersection of
Pragmatic inquiry, deliberation, and fidelity: A response to "Curriculum work at the intersection of pragmatic inquiry, deliberation, and fidelity.” Educational Researcher, 38(2), p. 132.
Hubball, H. & Burt, H. (2004). An Integrated Approach to Developing and Implementing
Leraning-Centred Curricula. Internal journal for Academic Development. Vol 9, No. 1, Pp. 51-65. Pdf
Tyler, R. W. (1951). Evolving a functional curriculum. The American Journal of Nursing,
Vol. 51 (12), 736-738.
