Formal Learning Experiences – These are the teacher-planned experiences usually based on a chosen theme or unit of information. Formal experiences may be chosen from the thousands of early childhood education resources available or may be originally created by teachers.  They MUST be documented, posted, and planned with these factors in mind:

• Learning         Primary, Secondary, and Spontaneous
• Components   Learning Methods, SARA, Purpose, Feedback, Accountability 
• Production      Planning, Presentation, Participation, Appraisal

Kinds of Learning – If a formal experience is based on developmentally correct expectations and carried out using DAP, most of the children will gain the intended strengths (primary learning); some of the children will gain other strengths not necessarily intended, but inspired (secondary learning);  and a few of the children will discover concepts wonderful and new that were not expected at all (spontaneous learning).

There may also be a small percentage of your class that will gain very little or nothing from the experience. These are the children you begin to observe and assess more carefully for determination of special need.

Components – If a formal experience contains opportunities for use of some or all of the Learning Methods; opportunities for the steps of SARA; and is based on specific objectives for your children, offers feedback and repetition, and its learning results are able to be assessed, it is a good Learning Experience.

Production – A good formal experience is created using this criteria:

• Planning – Formal experiences are planned by looking at the program objectives to answer the question, “What Will They Learn?”, and then creating activities that include the components of a good Learning Experience. Formal experiences are staged in an organized, structured manner and are documented so their purpose can be determined.  The teacher sets up the necessary equipment and materials needed for the experience and places them in a specific learning center or location. 
• Presentation – The main components of presentation are the creation of an environment of physical, emotional, and educational safety, the use of an appropriate schedule, the inclusion of all components, flexibility in modification of the experience if needed, and exclusive use of DAP.
• Participation – To make the learning process work, teachers must be ACTIVE participants. The Human Factor is a biggie in early learning, with teachers knowing when to step in and when to step aside – but never away.      
• Appraisal – Teachers need to judge formal learning experiences to see if they were effective and efficient; whether they need changing; and whether they can be used again or discarded.

Next Blog: How’d It Go? – Assessing Formal Experiences