Furst's paradigm indicates the inter-relationship between 

Most of the time a classroom teacher spends is in presenting the prescribed materials which are available in the form of textbooks or some other form. The classroom teacher is supposed to breathe life into that text/material and help the learner communicate with it effectively for his successful learning.

Classroom teaching - learning follows a tri-polar relationship which is also known as Furst's Paradigm.

Key PointsSince the teacher has to design learning/instructional material for their students that will enable them to achieve the desired objectives, it is very important to apply the implications of the learning theories. Furst's paradigm is one of the methods which studies the implications of theories in designing the instructional materials which involves the following inter-relationship between Educational objective - Learning experiences - Evaluation procedure

1. Educational Objective 

• By educational objective we mean what should a learner be able to do or do better, after going through an educational program, that he/she was unable to do or could not do so well before. 

2. Learning Experiences

• When an experience is deliberately planned for students in selected situations to achieve certain defined learning objectives it is said to be a learning experience. 

3. Evaluation Procedure 

• Evaluation is a systematic process of collecting and analyzing data in order to determine whether, and to what degree, objectives have been, or are being, achieved. It leads to decision-making.

Hence, the Furst's Paradigm  indicates the inter-relationship between Educational objective - Learning experiences - Evaluation procedure

Important PointsAny teaching-learning has a pre-determined objective, based on which the learning experience has to be planned, and based on both objectives and learning experience, the evaluation will be planned. All three have a relationship wherein one is dependent on the other Teaching- learning process includes three phases such as planning the objectives or outcomes, deciding the learning experience, and evaluation or assessment.