1. How Can Learning Experiences Be Organized For Effective Instruction?
By Ralph W. Tyler
Presented by
Paul Corcoran & Linda Wolf

2. Organization
The procedures for organizing learning experiences into units, courses, and programs.
Educational experiences must be organized in order to reinforce the learning process.

3. Vertical & Horizontal Relationships
Vertical is going from grade level to grade level based upon content.
Horizontal is integrating different content within the same grade level.
Consequences of experiences not relating.

4. Criteria for Effective Organization
Continuity
Sequence
Integration

5. Continuity Vertical reiteration of major curriculum elements.
Repeated opportunities to practice skills.
Repetition of concepts.

6. Sequence
Each experiences is built upon the preceding experiences and goes more broadly and deeply into the content.
Increasing the complexity of skill.
Higher levels of treatment with each successive learning experience.

7. Integration Horizontal relationship of curriculum experiences.
The students increasingly get a unified view which unifies behavior in relation to the elements.

8. Elements to Be Organized
Identify the elements of the curriculum which serve as the organizing threads.
The threads will serve as an organizing element in achieving continuity, sequence and integration.
For example: Concepts, Values and Skills

9. Organizing Principles
Extend, broaden, and deepen concepts for planning major curriculum elements.
Criteria, continuity, sequence, and integration apply to the experiences of the learner.
Logical is what the expert understands and knows.
Psychological is a scheme of development that is meaningful learner.

10. Other Organizing Principles
Increasing breadth of application
Increasing range of activities included
The use of description followed by analysis
The development of specific illustrations followed by broader and broader principles to explain these illustrations
The attempt to build an increasingly unified world picture from specific parts which are first built into larger and larger wholes.

11. The Organizing Structure
Largest Level of Structural Elements
Intermediate Level
Lowest Level

12. Largest Level of Structural Elements
Specific Subjects
Broad Fields
Core Curriculum
Undifferentiated Structure

13. Intermediate Level Sequential Courses
Single Semester Courses or Year Units

14. Lowest Level
The Lesson
The Topic
The Unit

15. Achieving Desirable Organization
Any structural arrangement that provides for larger blocks of time under which planning may go on has an advantage over a structural organization which cuts up the total time into many specific units, each of which has to be planned with some kind of transition and consideration of the work of other units.

16. The Process of Planning a Unit of Organization
General scheme of organization
General organizing principles
Daily lessons, sequential topics, or teaching units
Flexible plans or source units
Pupil-teacher planning