The document discusses criteria for organizing learning experiences: continuity, sequence, and integration. Continuity refers to the relationship between different levels of the same subjects. Sequence builds upon previous experiences, going deeper and broader. Integration brings about a unified view by relating learning across subjects and students' lives. Learning experiences should allow students to practice behaviors implied in objectives and derive satisfaction from doing so. Organization of experiences should be systematically planned and continuously appraised.

1. ORGANIZATION & INTEGRATION OF
EXPERIENCE AND CONTENT
IV - STAGE

2. IV – STAGE
 Combining of information about experiences.
 Organization of learning experience should done for
theory and practice.
 The learning experience should be as follows
1. One which will give the student an opportunity to
practice the kind of behavior implied in the
objective.
2. In keeping with the students abillity to undergo
the desired change of behavior and not be beyond
her / his particular stage of development.
3. Adopted on the needs of the students, so that
she will obtain satisfaction from behaving in the
manner implied in the objectives.

3. ORGANIZATION OF LEARNING EXPERIENCES
 The learning experience of this semester
or years, build upon those of last semester
or last year but go more deeply and
broadly into the subject so as to produce
of deeper and broader understanding and
increased skill on the part of the student.
 The learning in one area of instruction are
related to and interdependent on the areas
of learning that the student is now
engaged in.

4. CRITERIA FOR ORGANIZING LEARNING
EXPERIENCE
CONTINUITY
SEQUENCE
INTEGRATION

5. CONTINUITY
 It refers to the relationship
existing between different
levels of the same subjects or
skills. It is the recurring
emphasis on the ‘learners’
experience on the particular
elements.

6. SEQUENCE
 It is also related to continuity but going beyond
its relationships.
 In sequence each successive experience goes
more deeply and broadly into the subjects.
 Each experience, reinforce and extends the
previous one.
 Curriculum practices in the arrangement of
sequence of learning experiences usually based
according to one of the following.
 Chronological order
 Logical order
 Difficulty

7. INTEGRATION
 It refers to the relationship among
learning experiences which bring
about a unified view and behavior is a
horizontal relationship which cuts
across several subjects and the areas
of students life.
 The term integration refers to
continuous, intelligent and interactive
adjusting.

8. GUIDELINES
 A learning experience is defined as an
interaction between the student and conditions
in the environment to which he/she can react.
 The faculty should develop a systematic
approach to the selection of learning
experiences through which students are
provided with opportunity to meet the objective.
 Learning experience should allow the students
to practice the kind of behavior called for by the
objective.

9.  A learning experience should provide activities
which allow the student to practice the behavior
implied in the objective and to drive satisfaction
from so doing.
 A learning experience should be as the
student’s level of accomplishment.
 A learning experience should be in accord with
the school’s philosophy and with the statement
on the psychology of learning accepted by the
faculty.

10.  Effective learning depends upon planned
organization of the experiences included in
the curriculum.
 The teaching method used should depend
upon the purpose to be served the learner,
teacher and the available resources.
 The selection, organization and guidance of
students ‘learning’ experiences should be
submitted to the continuous appraisal by the
faculty.