Phase II:

Content and Methods

Esther Kimberly C. Liong R.N.
NEA 213
Professor: Dr. Sammy B. Taghoy
June 17, 2023
“It’s not so much what we do, but how we
do it that really matters.”
(4) State Intended Outcomes

(5) Select Content

(6) Design Experiential Methods

Step 4: State Intended Outcomes
(Educational Objectives)
• Instructional or educational objectives
• Learning is planned, intentional, and a measurable
outcome is expected.
• Should clearly state, in measurable terms, what the
learner will be able to do as a result of participation
in planned activities designed to help the learner
attain knowledge, attitudes, skills, aspirations, and
behaviors(KASAB) to bring about change.
Given information presented in this step, curriculum developers will be able to:
• describe, identify, and apply the three essential components (conditions,
performance, and standards) to state measurable intended outcomes;
• identify, apply and evaluate categories and terms of each category of learner
skills: knowledge and intellectual skills(cognitive); physical action motor skills,
(psycho-motor); and feelings and attitudes (affective); and
• identify and apply life skills in determining curriculum content and activities.
What is intended outcome?
An intended outcome is a statement of what a
learner will specifically know and be able to do as a result
of participating in the activities planned in the curriculum.
"They serve as a guide to learning, a guide to
instruction, and a guide to evaluation" (Wentling, 1993).
“There are no mistakes, only lessons. Growth is a process
of trial and error and exploration. A lesson will be
presented in various forms, and will be repeated until it
is learned. When you have learned it, then you can go on
to the next lesson.”
Components of an Intended Outcome:
• Condition
• Performance
• Standards
Conditions
clearly specified under which the learner will exhibit the
desired behavior.
Given a list of examples.......`
While in a group discussion...........
Using the personal budget plan.....
Using the data collection procedures outlined in the
curriculum.....
Performance
states what observable (measurable) behaviour the
learner will be able do in order to demostrate the
intended outcome (objective) has been attained.
The learner will be able to name.............
The learner will restate.........
The learner will apply.............
The learner will be able to determine trends in population
growth in his or her community.
Standards
describe how much or how precisely the quality of work
(task or application of knowledge) is required to achieved
an acceptable level of performance.
Two problem solving steps for each example.
Restate each question before answering.
Record keeping procedures for one month.
According to the methods described in the book.
Sample Format For Intended Outcome Statements:
Given (Here the condition is stated)
The Learner Will (Here the performance and
the standards are stated)
Given a list of situations, learners will be able to name two problem solving
steps for each example.

While in a group discussion, the learner will restate each question before
answering.

Using the personal budget plan in the activity sheet, the learner will apply
record keeping procedures for one month.

Using the data collection and analysis procedures outlined in Activity 1,

learners will be able to determine the rate of population growth in their
communities without calculation errors.
Categories of Learning Behaviours:
1.) Knowledge and intellectual (cognitive /thinking)
2.) Physical action and motor skills (psychomotor), and
3.) Feelings and attitudes (affective).
KNOWLEDGE AND INTELLECTUAL ABILITIES
range from simple recall to complex synthesis, and evaluation.
Bloom (1956) categorized cognitive objectives in a progressive
hierarchy from least to most complex levels which included:
knowledge, comprehension, application, analysis, synthesis, and
evaluation. These six levels have been simplified into three levels:
Knowledge and Intellectual Abilities
1. Knowledge and Comprehension
2. Application
3. Evaluation
1. Knowledge & Comprehension
Remembering or recalling previously learned material
and grasping the meaning of the material. This may be
shown by translating material from one form to another
(interpreting).
Terms: Defines, describes, identified, labels, lists,
matches, names, outlines, reproduces, selects, states,
converts, defends distinguishes, estimates, explains,
extends, generalizes, gives examples, infers, paraphrases,
predicts rewrites, summarizes.
Example : After a review of the procedures for calculating
population growth rate, the learner will be able to
explain how population growth rate is calculated.
2. Application
Ability to use learned material in new and concrete
situations. This may include the application of such
things as rules, methods, concepts, principles, laws, and
theories. Learning outcomes in this area require a higher
level of understanding than those under comprehension
and knowledge.
Terms: Changes, computes, demonstrates, discovers,
manipulates, modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses.
Example: Given the procedures for calculating
population growth rate and the results of the local
population survey, the learners will be able to calculate
current population growth rates.
 3. Evaluation
Analysis, synthesis and evaluation and refers: to the ability to break down and
analyze material into component parts; identifying the organizing principles
governing the interaction of the parts; putting the parts together to form a new
whole (synthesis); and judging the value of something based on definite criteria.
Learning outcomes in this area are the highest in the cognitive hierarchy because
they use all the skills in all the elements in all of the other categories plus
conscious value judgements based on clearly defined criteria.
 Terms :
(analysis) breaks down,diagrams,differentiates,discriminates, distinguishes,
identifies, illustrates, infers, outlines, points out, relates, selects, separates,
subdivides;
(synthesis) categorizes, combines, compiles, composes, creates, devises, designs,
explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes,
(evaluation) appraises, compares, concludes, contrasts, criticizes,writes; explains,
justifies, interprets, tells, relates, supports.
Example: Given the procedures for calculating population growth rates, the
existing population and food production/supply, the learner will be able predict
food production and supply needs in ten years with a ±10% accuracy rate.
 PHYSICAL ACTION AND MOTOR SKILLS
competencies in the physical performances occupational skill or
task. Examples include physical acts such as writing, speaking,
playing ball, sewing, or adjusting a carburetor.
Example: After a presentation on ways to stop soil erosion, the
learners will apply the guidelines presented and plant trees and
grasses to prevent erosion.
 Verbs for physical action and motor skills:
adjust dean dehydrate maintain report transfer
administer collect demonstrate fasten revise change
agitate connect develop fed perform handle
approach construct dispose fill place write
assemble control duplicate fit measure record
position switch process formulate start tally
bead coordinate distinguish prepare stop dry
build cover draw guide define
FEELINGS AND ATTITUDES
Observable emotions or indications of acceptance or
rejection. Krathwohl, (1964) identified five categories
listed from lowest to highest levels:
• Receiving
• Responding
• Valuing
• Organizing
• Characterizing by a Value or Value Complex
 Receiving
Refers to the learner's willingness to attend to particular
phenomena or stimuli. Learning outcomes in this area range from
the simple awareness that something exists to selective attention
on the part of the learner.
Example: Learners will be able to describe which foods are a good
source of vitamins and minerals.
Terms: Asks, chooses, describes, follows, gives, holds, identifies,
locates, names, points to, selects, sits erect, replies, uses.
 Responding
refers to active participation on the part of the learner who not
only attends to a particular phenomenon but also reacts to it in
some way. Learning outcomes in this area may emphasize
agreement to respond (reads assigned material), willingness to
respond (voluntarily reads beyond assignment), or satisfaction in
responding (reads for pleasure or enjoyment). The higher levels of
this category include those instructional objectives that are
commonly classified under "interests"; that is, those that stress the
seeking out and enjoyment of particular activities.
Example: Learner compiles a list of possible income
generating activities and reports findings on how to start
a micro-enterprise after interviewing several small
business owners.
Terms : Answers, assists, complies, conforms, discusses,
greets, helps, labels, performs, practices, presents, reads,
tells, writes.
 Valuing
concerned with the worth or value a learner attaches to a particular object,
phenomenon, or behaviour. This ranges in degree from the more simple
acceptance of a value (desires to improve group skills) to the more complex level
of commitment (assumes responsibility for the effective functioning of the
group). Valuing is based on internalizing a set of specified values, but clues to
these values are expressed in the learner's overt behavior. Learning outcomes in
this area are concerned with behavior that is consistent and stable enough to
make the value clearly identifiable. Instructional objectives that are commonly
classified under "attitudes and "appreciation" would fall into this category.
Example: Learners will describe their values regarding
family size and explain their preferences.
Terms. Completes, describes, differentiates, explains,
follows, forms, initiates, invites, joins, justifies, proposes,
reads, reports, selects, shares, studies.
 Organizing
concerned with bringing together different values, resolving conflicts between
them, and beginning the building of an internally consistent value system. Thus
the emphasis is on comparing, relating, and synthesizing values. Learning
outcomes may be concerned with conceptualizing a value (recognized the
responsibility of each individual for improving the environment) or with
organizing a value system (develops a career plan that satisfies one's need for
both economic security and social service). Instructional objectives relating to
the development of a philosophy of life would fall into this category.
Example (Organizing): Learners develop their personal
code of conduct and apply it to their commitment to
improve the environment in their community.

Terms :Adheres, alters, arranges, combines, compares,

completes, defends, explains, generalizes, identifies,
integrates, modifies., orders, organizes, prepares, relates,
synthesizes.
 Characterizing by a Value or Value Complex
At this level of the affective domain, the learner has a value system that has
controlled his or her behaviour for a sufficiently long time for him or her to have
developed a characteristic "life style". Thus the behaviour is pervasive, consistent,
and predictable. Learning outcomes at this level cover a broad range of activities,
but the major emphasis is on the fact that behaviour is typical or characteristic of
the learner. Instructional objectives that are concerned with the learner's general
patterns of adjustment (personal, social, emotional) would be appropriate here.

Example: Learners will develop a personal plan of responsibility for their desired
family size consistent with their values and lifestyle needs.
Life Skills
The skills acquired in the learning process that have life
long benefit.
Basic learned abilities and attitudes that enrich the lives of
people and increase their potential for success as
individuals and group members.
STEP 5: SELECT CONTENT
After reviewing this step, curriculum developers will be able to:
• identify the scope of the content of the curriculum material,
• plan the sequence in which the content will be presented, and
• outline the content, including knowledge, attitude, and skills
learners will be able to acquire through participating in the
planned curriculum activities.
Scope
The first part of determining content begins with defining the
scope of the issue, which determines the expertise needed on
the curriculum development team.
Breadth of knowledge, skills, attitudes, and behaviours.
Sequence
refers to the "when" of the curriculum topics, lessons,
experiences, and activities. If the curriculum content is
derived from the intended outcomes and developed
from the needs assessment, much of the content will
already by obvious.
Sequence
Wentling (FAO, 1993) identified four organizing principles
in developing training curriculum.
1. Move from the simple to the complex.
2. Move from the general to the specifics.
3. Use an existing logical organization.
4. Move from the known to the unknown.
1. Move from the simple to the complex.
People relate to small, simple events, concepts, or facts
more easily than to complex ones. Learning is reinforced
starting with the simple and progressing to the more
complex. Confidence is increased in the learner and
retention of the content is better. Since complex
concepts and equipment are made up of simpler parts, it
is logical to present and teach the parts before teaching
the whole.
2. Move from the general to the specifics.
Sometimes we are more familiar with general concepts
than with specifics. This is true especially when the
generalized concepts are easily understood. Generalized
concepts give learners a clearer picture if you start with a
general concept before proceeding to specifics.
3. Use an existing logical organization.
There is a natural logic or normal system of organization
to some content.
• Chronological sequence
-one thing happens before the next.
• Topical
• Learning ease or comfort levels
4. Move from the known to the unknown.
Learning theory describes how people build their knowledge and
skills by adding and connecting new knowledge to what they already
know or can do. Therefore, the curriculum developer and the
facilitator should structure and sequence the content to begin with
current knowledge and move to new knowledge. Known concepts
can be taken and adapted or related to new but similar concepts.
The use of analogies is an example of moving from known to the
unknown. This is a good technique to deal with sensitive issues.
Outline Content
1. Identify the necessary knowledge to accomplish the intended outcome.
2. Identify the performance or skill requirements of each outcome.
3. Identify important attitude elements for the outcome.
4. Organize the knowledge, attitude, skills, aspirations, and behavior (KASAB)
elements into a logical sequence.
1. Identify the necessary knowledge to
accomplish the intended outcome.
Analyze each intended outcome. Identify the knowledge needed to
attain the desired outcome. Break knowledge into facts, concepts,
and principles to be remembered or understood to accomplish the
intended outcome. If you are an expert in the content area, you can
determine the knowledge requirements of the intended outcome
from your own knowledge and experience. If not, then consult with
subject matter experts or talk with people who routinely accomplish
the desired outcomes in their work. Much of this analysis
information can be gleaned from the earlier needs assessment
analysis.
2. Identify the performance or skill requirements
of each outcome.
This step is accomplished in the same manner as knowledge
component identification. The difference is that required actions for
accomplishment of the outcome must be identified. The question is,
"What should someone do in order to accomplish the intended
outcome?" The answer identifies skill requirements. It should be
noted that not all outcomes will have a physical (psycho-motor) skills
but may have cognitive or other life skills.
3. Identify important attitude elements for the
outcome.
Many outcomes have attitude elements, especially those relative to
population education issues (e.g., personal protection against AIDS,
decisions about the desired number of children for a family and
when to have them, etc.). Learners may possess the necessary
knowledge and skills (in problem solving and decision making), but if
their attitude is not open to apply what they know, it simply will not
make a meaningful difference or bring about change.
4. Organize the knowledge, attitude, skills, aspirations,
and behavior (KASAB) elements into a logical sequence.
The sequence progressions described earlier should be taken into
consideration as major topic areas are sub-divided into smaller chunks. Each
topic and sub-topic should be subdivided in a way that makes sense logically
to the designers, learning experts, and the learners. The characteristics of
the learners and the needs assessment determine what the learners already
know then the curriculum team builds on it. This procedure will result in a
topic outline for each unit, lesson, or part of a lesson. This is a critical step
for planning the types of experiences and activities that will engage the
learner in learning the concepts, facts, and principles as well as skills.
Three additional notes:
1. the KASAB components are similar to task or job
analysis, described by Wentling,(1993);
2. population education content suggestions need to be
adjusted and adapted to fit the specific identified
needs and local circumstances; and
3. this type of framework could be used for any topic.
STEP 6: DESIGN EXPERIENTIAL
LEARNING METHODS
"Diversity is the one true thing we have in common.
...celebrate it every day."
Learning Styles
The senses use in learning are:
visual (seeing),
auditory (hearing),
kinesthetic (physical involvement), and
tactile (touch).
Intended Outcome:
Through planned activities, learners will be able to identify and
analyze how family size affects lifestyle.
Activities:
• Learners read a short story small family (visual activity).
• Learners discuss the story in small groups (auditory).
• Learners develop and presents role play of a couple with a large
fatally planning to build a house with adequate room and a
limited budget (Kinesthetic).
Auditory
(Speaking and hearing are primary learning modes).

Learners are read several statements about family size

(e.g. parents continue to have children until they have a
son). Small groups discuss their opinions then report to
the whole group.

Activity focuses on speaking and hearing.

Visual
(Sight is principal learning mode).

Learners get a handout with a comparison of family

budgets for a family of four and one for a family of ten.
They are asked to make a chart that shows the positive
and negative aspects of a large family.

Activity focuses on visual presentations.

Kinesthetic
(Active physical involvement is primary learning mode).
Learners are given the scenario of a couple discussing
how many children they want.
Learners are asked to role play and act out the
advantages and disadvantages of having a large and a
small family.
Activity is interpreting a concept through physical
involvement.
Tactile
(Touch is the primary learning mode).

Learners are asked to make paper houses to show how

family size makes a difference in the community.

Activity focuses on using hands to make objects to

illustrate a concept.
 Variety Of Activities
"Variety is the spice of life!"
A wide variety of learning experiences is important to the design of learning
experiences for youth in non-formal settings. Learners vote with their feet if
they are not interested and the involvement is not high. The motive for
participating in the learning experiences for rural out-of-school youth, and
for most non-formal learners, is self interest - what they feel they benefit
from the experience. The activities should be fun and interesting. Learners
should be able to recognize the personal value of what they are learning.
Brainstorm, come up with as many ideas as possible, among your curriculum
committee members to develop learning activities. Research new methods
of teaching concepts. Talk to teachers and students to learn what they like to
do best, then design learning experiences around the activity to help them
attain the intended outcome.
 Examples of Types of Learning Activities:
Tours or Field Trips Community Meetings Role Playing
Interviews Focus Groups Radio/TV
Broadcasts Quiz Shows (Jeopardy) Puzzles
Problem Solving Panel Discussions Puppet Shows
Discussion Groups Opinion Surveys Skits
Mind/Idea Mapping Observation Studies Pantomimes
Brainstorming Public Speaking Plays
Treasure Hunts (Searches) Case Studies Dance
Group Service Projects Games & Simulations Write Songs
Organizing an Event Fairs/Festivals Sing Songs
Paint a Group Mural Art/Craft Activities Illustrated Talks
Learning Environments
• Physical setting
• Social Environment
Modeling
Interaction
• Psychological Environment
Learning Environments
Learning environments and organizational arrangements are the
final factors to be considered in activity design. The learning
environment refers to the physical, social and psychological
atmospheres. The type of physical setting (i.e., a school, park,
community center, clinic, home or religious gathering place) will
affect the type of activities that can be done. For example, a park
would provide a natural setting to examine land use and how
population affects it. The location, light, heat, space, equipment, etc.
will also affect how comfortable, physically and psychologically, the
learners are. People learn best in environments that suit their needs
and are comfortable.
Social Environment
The social environment is a critical factor in the learning process,
especially in non-formal situations. Facilitators set the climate by
modeling appropriate behaviours and setting the tone for
interaction. Modeling is defined as imitative learning that occurs
naturally in social situations. Research suggests a leader's behaviour
(desirable and undesirable) is imitated. Studies have found mat
positive interaction between the facilitator and group members
increases the probability of learning through modeling. Research
also indicates alumni of youth programs highly value the
relationships they develop with their youth group leaders or youth
development staff members.
Interaction
leader-member as well as member-member, contributes to the
cognitive (thinking) and social development of youth. Interaction can
be a powerful motivating factor, especially for young people. It can
be equally destructive or damaging if not handled carefully. This is a
very tricky balancing act for the facilitator. To create a "comfortable
climate for learning" while modeling self-disclosure that is helpful
and not harmful to the youth participants. Curriculum developers
assess how much group interaction is possible and appropriate to
support intended outcomes.
Group process provides learners with many opportunities to
develop life skills. In the case of population education, a high
degree of group interaction is desirable but a balance is needed so
that "shared ignorance" does not overtake the content needed to
achieve the intended outcomes. The group experiences where self-
disclosure and sensitive issues are discussed will develop close and
personal relationships among the group. Group facilitators need to
be well trained and comfortable in dealing with the emotional
intensity youth feel and express in such situations.
Psychological Environment.
Closely related to the social environment, the psychological
environment refers to the feelings of comfort and security members
feel about being in a group. The level of trust achieved within the
group is fostered by the modeling behaviour of the group facilitator as
well as the behaviour of the group members toward each other. The
level of trust within the group is almost as important as the content
when dealing with sensitive topics. If not approached appropriately,
the sensitive topic and the group experience could become a negative
experience.
The curriculum developers determine the type of activities that will
build positive relations among and between group members and
facilitators. The curriculum content and process must be supported
with facilitator training. A well designed curriculum will not achieve
the desired outcome if those who implement it are not skilled in
working with groups of youth. Facilitators should also be
comfortable with discussing the content. As they are role models,
they set the tone of the group and help group members deal with
self-disclosure and sensitive topics.
Delivery Modes
refers to the roles and relationships of
learners to each other. Most out-of-school
programs are designed for groups already in
existence or specifically organized to deliver
the curriculum.
Experiential Learning Model
The experiential learning model provides a
learning sequence that maximizes the
learning process in a significant and
meaningful way.
Key steps to the experiential education process
include:
›having the learner(s) experience the activity— perform or do it;

›having the learner(s) share the experience by describing what happened;

›asking the participants) to process the experience to identify common themes;

›having the learner(s) generalize from the experience to form principles or

guidelines that can be used in real-life situations (e.g., life skills);

›asking participant(s) to apply what was learned to another situation.

 Summary:
STEP 4: STATE INTENDED OUTCOMES (EDUCATIONAL OBJECTIVES)
Components of an Intended Outcome
Conditions
Performance
Standards
Categories of Learning Behaviours
KNOWLEDGE AND INTELLECTUAL ABILITIES
Knowledge and Comprehension
Application
Evaluation
PHYSICAL ACTION AND MOTOR SKILLS
 FEELINGS AND ATTITUDES
Receiving
Responding
Valuing
Organizing
Characterizing by a Value or Value Complex
Life Skills
STEP 5: SELECT CONTENT
Scope
Sequence
1. Move from the simple to the complex.
2. Move from the general to the specifics.
3. Use an existing logical organization.
4. Move from the known to the unknown.
 Outline Content
1. Identify the necessary knowledge to accomplish the intended
outcome.
2. Identify the performance or skill requirements of each outcome.
3. Identify important attitude elements for the outcome.
4. Organize the knowledge, attitude, skills, aspirations, and
behavior (KASAB) elements into a logical sequence.
STEP 6: DESIGN EXPERIENTIAL LEARNING METHODS
Learning Styles
visual (seeing),
auditory (hearing),
kinesthetic (physical involvement), and
tactile (touch).
Variety Of Activities
Learning Environments
Physical setting
Social Environment
Interaction
Psychological Environment
Delivery Modes
Experiential Learning Model
Reference:
Curriculum Development Guide:

Population Education for Non-Formal Education Programs of

Out-of-School Rural Youth

By
Gwen El Sawi, Ph.D.
Under the guidance and sponsorship of
Extension, Education and Communication Service (SDRE)
Research, Extension and Training Division
 THANK YOU
God Bless Everyone