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Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY – BILAR
Zamora, Bilar, Bohol

Vision: A premier S&T university for the formation of a world class and virtuous human resource for sustainable development in Bohol and the Country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional and technological fields; undertake research and development,
and extension services for sustainable development of Bohol and the country.

LEARNING PLAN AND LOG

IN
Ag Ext 2
(MANAGEMENT OF EXTENSION PROGRAMS)

ROSEBELLE D. GOCO

A.Y.: 2019-2020
First Semester
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LEARNING PLAN AND LOG

Subject Code: Ag Ext 2 Course Credits (Units): Total: 3 Lecture: 2 Lab.: 1

Course Name: MANAGEMENT OF EXTENSION PROGRAMS Contact Hours/week : Total: 3 Lecture: 2 Lab.: 3

Prerequisite: Ag Ext 1 Agricultural Extension and Communication Course & Year: BSA IV

Component: Fundamental Agricultural Course Academic Year: First Semester, SY 2019-2020

Class Schedule: BSA IV

Lec 10:30-11:30 Thu
Lab 8:30-11:30 Fri
Lec 1:00-2:00 Fri

LEARNING PLAN LEARNING LOG

Desired Learning Course Content/ Time Frame Teaching - Learning Assessment Tasks Resource Remarks Monitored
Outcomes Subject Matter Term/ Activities (TLAs) (AT) Materials Accomplished/ By
(DLO) Week/ Lecture Laboratory Lecture Laboratory Not
Hours Accomplished
At the end of the unit, the I. ORIENTATION Week 1 Structured Exe 1 Recitation of Lab report BISU Strategic
students must have: 1. Getting to know you Learning Preparing the VMGO Plan
1. Recited heartily the 2. Course Syllabus Activities questionnaire Self-made
BISU VMG 3. BISU Vision, Mission and (SLA) for Reporting in Questionnaire CMO in
2. Prepared a self-made Goals community the Plenary Standards in
questionnaire 4. Program Objectives and Buzz survey Enriched BSA Offering
3. Enriched a given Career Opportunities Session questionnaire
questionnaire 5. Class Policies and of a survey BISU Student
Discipline Manual
At the end of the unit, the II. INTRODUCTION Lecture- Exe 2 Lab report NADA
students must have: 1. Definition of Important Prelims discussion Preparing Proposals and
1. Differentiated Concepts Week 2-4 questionnaire Reaction FGD per group Reports
Monitoring and 2. Program monitoring and brainstorm for a Focused Paper in the class
Evaluation evaluation ing Group Planning for
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LEARNING PLAN LEARNING LOG

Desired Learning Course Content/ Time Frame Teaching - Learning Assessment Tasks Resource Remarks Monitored
Outcomes Subject Matter Term/ Activities (TLAs) (AT) Materials Accomplished/ By
(DLO) Week/ Lecture Laboratory Lecture Laboratory Not
2. Identified stakeholders 3. Elements of program Hours Discussion Paper-pencil IEC materials Regional Accomplished
in a given sector in the evaluation (FGD) Test (PAPET) (printed Development,
community 4. Community survey and materials) of DPI Australia
3. Prepared other evaluation methods Exe 3 BISU-
questionnaire for a 5. Kinds of community survey Conducting promoted Corpuz,
Focused Group 6. Program planning FGD technologies Brenda. 2003.
Discussion (FGD) 7. Strategic vs. tactical Manual on
4. Conducted a FGD in planning Community
the class Immersion and
5. Prepared IEC Integration,
materials of BISU-
promoted technologies Linao, Rex.
2004.
Community
Immersion
Toward
Becoming
Agents of
Community
Empowerment
At the end of the unit, the III. BASIC CONCEPTS IN Think-pair Exe 4 Gantt Chart of Lab Report Sample
students must have: PLANNING Week 5-9 share Problem Tree proposed Extension
1. Distinguished the types 1. Definition of planning Analysis thesis Problem Tree Project and
of plan 2. Types of planning Sharing of Analysis and Activity
2. Described the different 3. Purposes of the plan experienc Exe 5 Oral Report Objective Tree Proposals
stages of planning 4. Stages of the planning es Objective Analysis
3. Demonstrated a good process Tree Analysis Paper-pencil performed Learning
working knowledge of 5. Planning approaches Test (PAPET) Guide and
program planning and 6. Phases of program/project Exe 6 Actual conduct Book of
evaluation development Conducting of community Readings
4. Performed problem community survey with the 2006 in
tree analysis and survey assistance of Facilitating
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LEARNING PLAN LEARNING LOG

Desired Learning Course Content/ Time Frame Teaching - Learning Assessment Tasks Resource Remarks Monitored
Outcomes Subject Matter Term/ Activities (TLAs) (AT) Materials Accomplished/ By
(DLO) Week/ Lecture Laboratory Lecture Laboratory Not
objective tree analysis. Hours faculty Learning and Accomplished
5. Determined community extensionists Project
survey as a research Management,
tool in generating Survey Report
information to
development planning. Portfolio
6. Conducted community
survey with the
assistance of faculty
extensionists
At the end of the unit, the IV. GOAL-ORIENTED PROJECT Small Exe 7 Role Play Lab Report Manual in
students must have: PLANNING (GOPP): THE group Program GOPP
1. Discussed the process LOGICAL FRAMEWORK Midterm discussion Development Paper-pencil Extension
of Goal-oriented APPROACH Week 10-12 Planning Test (PAPET) Project
Project Planning 1. Basic Features of the Simulation Proposal per
(GOPP) GOPP: Problem Analysis group
2. Prepared an extension and Objective Analysis
project proposal per 2. How to construct a problem Individual
group tree Extension
3. Prepared extension 3. How to construct an Activity
activity proposal objective tree proposal
individually 4. Program/project planning
matrix
At the end of the unit, the V. MONITORING AND Lecture- Exe 8 Lab Report Learning
students must have: EVALUATION Semi-Finals discussion Preparation of Guide and
1. Described the 1. Basic concepts of Week 13-15 Table Monitoring Document Actual conduct Book of
importance of monitoring and evaluation monitoring and review of M&E Readings
monitoring and 2. Definition and objectives of Evaluation activities in the 2006 in
evaluation M&E Instrument Oral Report school and in Program
2. Compared and 3. Types of evaluation, how to the community Evaluation
contrasted the types of collect data Exe 9 Paper-pencil
evaluation 4. Program planning and Conducting Test (PAPET) M & E/
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LEARNING PLAN LEARNING LOG

Desired Learning Course Content/ Time Frame Teaching - Learning Assessment Tasks Resource Remarks Monitored
Outcomes Subject Matter Term/ Activities (TLAs) (AT) Materials Accomplished/ By
(DLO) Week/ Lecture Laboratory Lecture Laboratory Not
3. Evaluated extension evaluation Hours Monitoring Observation Accomplished
program/project/activity 5. Aspects of evaluation and Report
4. Prepared M & E and/or Evaluation
Observation Report Journal
At the end of the unit, the VI. EVALUATION MODELS Finals Lecture- Exe 10 Problem Lab Report Learning
students must have: 1. The Context-Input-Process- Week 16-18 discussion Data Analysis solving Guide and
1. Described the Context- Product (CIPP) Model and Analyzed and Book of
Input-Process-Product 2. Merit evaluation Problem Interpretation Paper-pencil interpreted Readings
(CIPP) Model 3. Pre- and Post-evaluation solving Test (PAPET) data of BISU 2006 in
2. Stated the purpose of Model RDE activities Program
pre- and post- 4. Quantitative Method of Evaluation.
evaluation Evaluation Extension
3. Analyzed and 5. Qualitative Method of Activity Report
discussed given Evaluation
community data
4. Prepared Extension
Activity Report
Textbooks/References Corpuz, Brenda. 2003. Manual on Community Immersion and Integration, Lorimar Publishing Company, Inc.
Department of Primary Industries. Planning for Regional Development, Queensland: Department of Primary Industries.
Linao, Rex. 2004. Community Immersion Toward Becoming Agents of Community Empowerment. Quezon City: Great Books Trading.
Learning Guide and Book of Readings 2006 in Project Management, Australia: University of Queensland.
Learning Guide and Book of Readings 2006 in Program Evaluation, Australia: Uni of Queensland.
Learning Guide and Book of Readings 2006 in Facilitating Learning, Australia: Uni of Queensland.
Suggested Readings & Articles of development projects in the International Society of Environmental and Rural Development Journal
References Articles on extension management in the Journal of Extension (JOE)/Journal of Agricultural Extension/Journal of Extension Education

Course Requirements 1. Active class participation

2. Active involvement in cooperative learning activity
3. Activity Outputs
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LEARNING PLAN LEARNING LOG

Desired Learning Course Content/ Time Frame Teaching - Learning Assessment Tasks Resource Remarks Monitored
Outcomes Subject Matter Term/ Activities (TLAs) (AT) Materials Accomplished/ By
(DLO) Week/ Lecture Laboratory Lecture Laboratory Not
Suggested Activities Hours Accomplished
a. Preparation of questionnaire for community survey
b. Conduct of community survey
c. Preparation of questionnaire for a Focused Group Discussion (FGD)
d. Conduct of FGD
e. Problem Tree Analysis
f. Objective Tree Analysis
g. Program Development Planning
h. Preparation of Monitoring and Evaluation Instrument
i. Conduct of Monitoring and Evaluation
j. Analysis and Report Writing
Grading System 1. 40% passing mark/transmutation of raw scores or cumulative related scores
2. Major Examinations - 30 %
3. Major Outcome-Based Projects
(product or performance) - 30 %
4. Class Standing
(quizzes, class participation/assignments/
other outputs/performances) - 40 %
100 %
Classroom Policies 1. Provisions in the BISU Student Manual as to absences of students and behavior-related concerns will be strictly imposed.
2. Cellphones will be deposited in the cellphone basket throughout the duration of the class.
3. Prescribed BISU uniform must be worn during lecture sessions.
4. No special quiz for unexcused absences.
5. Requests for special long and term examinations are highly discouraged.
6. Class mayors are requested to confer with the Office staff for assignment/s in the events of travels of the instructor.
7. Other policies maybe implemented when there is a need to do so.
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Designed by:

ROSEBELLE D. GOCO
Course Instructor

Checked by:

WILSON U. LLEGUNAS, Ph.D.

Chairperson, Agriculture Department

Approved by:

NOEL T. LOMOSBOG, Ph.D.

Dean, College of Agriculture & Natural Resources