The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.

1. Curriculum & Syllabus Design
LEARNING OUTCOMES &
LEARNING EXPERIENCES FOR
TECHNICALLY DEVELOPED
CURRICULUM PROJECTS
Dr. Azade Asgari

2. The preparation of learning outcomes and learning
experiences is the culmination of a technically
developed curriculum project.
Learning outcomes and learning experiences
display how the curriculum fits the community and
how teachers and school staff are expected to
deliver curriculum content to students .
It enable u an educator to evaluate description of
learning outcomes and learning experiences in
curriculum documents .

3. Intended Learning Outcomes and
Planned Learning Experiences
Learning outcomes results from students
experiences with the curriculum content
selected by developers and noted in their
content statement.
 Curriculum developers plan intended
learning outcomes –students achieve the
actual learning outcomes.

4. Definitions
Intended Learning Outcomes:
 Represent what learners are expected to be able to do with curriculum
content .
 Formal knowledge or skills can be stated as intended learning outcomes.
 Learning domains (attitudes, interests, appreciations ,thinking skills and
other cognitive strategies) are not easily stated as intended learning
outcomes.
 Outcomes and learning experiences reveals developers' values about
curricula delivery; revealing their priorities on respective –generative
knowledge.
 Verbs chosen to express actions on content are important measures of
broadness – narrowness.
 Learning outcomes include aims, goals and objectives –generality from
broad to narrow.

5. What Are Learning Outcomes?
Learning outcomes are goals that describe how a student
will be different because of a learning experience. More
specifically, learning outcomes are the knowledge, skills,
attitudes, and habits of mind that students take with them
from a learning experience.
Outcomes and learning experiences reveals developers'
values about curricula delivery; revealing their priorities on
respective –generative knowledge.
Verbs chosen to express actions on content are important
measures of broadness – narrowness.
Learning outcomes include aims, goals and objectives –
generality from broad to narrow.

6. Sample Learning Outcomes
 Students will be able to locate, apply and cite
effective secondary materials in their own texts.
 Students will be able to analyze and interpret texts
within the contexts they are written.
 Students will be able to demonstrate fluency with
formal vocabulary, artistic techniques and
procedures of two dimensional and threedimensional art practice.

7. Why Learning Outcomes
Student Learning Becomes Central
When The Focus Is On What The
Student Should Be Able To Achieve
By The End.

8. Technical Approach to Development
The most appropriate approach to curriculum
development, according to the traditional
literature, is the technical approach, the goal
of which is to teach more content more
efficiently with the greatest possible amount
of student achievement.

9. It Suggests :
 A deductive approach developers create
aims first.
 Translate them into goals.
 Finally into objectives .
 Objectives are transformed into learning
experiences.
 Aims and goals should be devised before
objectives and learning experiences.

10. AIMS ,GOALS &OBJECTIVES
AIMS
a. General, philosophical, and long term.
b. Serve as statements of purpose .
c. Are not measurable .
d. Exist to provide shape and direction for a
curriculum.
e. Can be made operational as a set of goals.

11. AIMS ,GOALS &OBJECTIVES
Aims refer to general guidelines for the teachers that
describe expected life outcomes based on some values.
Aims are stated in broader terms. They can not be
achieved completely. They are broadly phrased
statements borrowed from philosophy. They can be
applied to the educational system rather than an
individual school and classroom. Aims are usually
written in amorphous terms using words like: learn,
know, understand, appreciate, and these are not directly
measurable. Aims may serve as organizing principles of
educational direction for more than one grade.

12. AIMS ,GOALS &OBJECTIVES
GOALS
a. Depending on content generality ,planning
requirements at various levels of curriculum
decision making .
b. Can be measured to the extent of deciding.
c. Less long term than aims.
d. May be achievable within semester .
e. Too may encompass an entire program, subject
area, or multiple grade levels.

13. AIMS ,GOALS &OBJECTIVES
 OBJECTIVES
a. Come from goals.
b.Narrower statement of learning outcomes.
c. Vary -depending on how planners conceive of
content and their preferences.
d.Provide curriculum developers with opportunities
e. To state operationally what the goal statements
mean.
f. To provide direction to instructional planners.

14. AIMS ,GOALS &OBJECTIVES
Objectives provide great assistance to the
teachers in planning process of teaching.
A well planned teaching is based on well
stated objectives.
Many teachers resist using objectives in
their teaching and they think that it will
make their teaching limited

15. AIMS ,GOALS &OBJECTIVES
There Are Two Types Of Objectives:
1. Instructional Objectives .
2. Behavioral Objectives.

16. AIMS ,GOALS &OBJECTIVES
 Instructional Objectives:
provide a road map to the teacher to select
appropriate content, strategies, resources and
assessment.
 Behavioral Objectives:
classroom objectives based on the observable
behavior. They can be observed by the teachers
while the learners perform.

17. What Is The Differences Between
Aims, Goals & Objectives:
 Without aims, goals and objectives education is just like a
ship in the sea which has no specified direction to move.
 Aims and objectives are always linked, but often confused.
 Aims are the changes you hope to achieve as a result of
your work
 Objectives are the activities you undertake and the services
you offer to bring these changes about.
 The main difference between goals and objectives is the
level of specificity.
 Objectives are short but clear statements about the specific
outcomes we expect from students.
 The relationship between aims, goals and objectives can be
shown through the continuum.

18. Summery Information about Learning
Outcomes
Question
Answered
Function
Measurabilit
y
Degree of
Generality
AIM
Why is this
curriculum
being taught?
Gives shape
and direction
to curriculum
None
Very general
GOAL
What
destination do
you have in
mind?
Provides
scope for
curriculum
Some
general
Provides
direction for
instruction
much
Less general
Outcome
OBJECTIVE What specific
destination
do you mind

19. Learning Experiences

20. Learning Experiences
There are few steps to develop the learning
experiences in order to achieve the desired
objectives, and here they are:
1.Determine Purpose
2.Determine Outcomes To Realize Purpose
3.Determine Assessment Criteria
4.Determine Learning Content
5.Select And Develop Learning Experiences
6. Select Resources

21. Into Adolescence:
Caring for Our Planet & Our Health
 Helping
people live in a rapidly
changing , unstable
society.
 Usually this purpose develop through nontechnical
approach.
 The outcomes emerge as students emerge in learning
experiences.
 The obj. are mainly lower level cognitive outcomes.
 objectives are mainly lower level cognitive that focus on
content and appear to be unrelated to course outcomes.
 Usually curricula with the purpose preparing people for
living in an unstable, changing world” develop through
nontechnical approaches in which outcomes are not

22. Alternative Approaches
to Local
Curriculum Decision Making
A. School-based committees-involve most or all the teachers in a
B.
C.
D.
E.
school working together.
District groups-distribute curriculum guidelines to teachers
in district or school following governing board approval.
School-based groups work with district committees, the tasks
diverge at the stage of developing outcomes and learning
experiences.
Where school-based groups exist, they work cooperatively
with district groups or independently, on the governance
structure .
The district views statements and learning outcomes may be
modified by the school committee for the context where they
are implemented.

23. Creation of Plans for Learning
Outcomes & Learning Experiences
 Is Usually Considered The Major Thrust
Of Technical Curriculum Development.
 Provide Foundations
On Which
Developers Build Well-chosen Learning
Outcomes And Experiences.

24. Health Curriculum
The health education curriculum provides all
students with the skills and knowledge to
promote responsible lifetime decision making
and contribute to a healthy and safe society.
District Level
District committees have specific roles and
responsibilities, carrying out functions that
contribute to a wide variety of goals.

25. Health Curriculum
School Level:
The principle must work with teachers and staff in the
school to develop and implement a revised curriculum.
What the principle does know is that children in the school
and their parents/guardians need the information in this
curriculum.
Because the purpose of education is unchanged, teachers and
community members don’t question the aim of the
curriculum.
Some teachers and community members contribute ideas
centering on the needs of students and their family for
practical health information.

26. Reconsideration of Content
Organization
Because this is a subject-based curriculum,
the developers should also check on
sequence to see that the repeated ideas and
skills require greater depths than those that
preceded.
Curriculum developers should strive for
integration, making sure that affective and
cognitive learning work together.

27. Conclusion
Intended Learning Outcomes –Occupying
A Continuum Of Broadness –Narrowness
---Aims –Goals---objectives.
Learning Experiences Provide The Means
To Satisfy The Objectives.
Indicate How Ts And Ss Are To Interact
With The Content.

28. References
Inductive approach and Deductive approach in TESOL ( By International
Teacher Training Organization.13-Wilson's Curriculum Pages,
Writing Aims, Goals and Objective.
http://www.rotary.org/RIdocuments/en_pdf/249en.pdf
http://www.teachandlearn.ca/blog/2007/08/16/creating-learningexperiences
http://www.polyu.edu.hk/obe/GuideOBE/DefiningIntendedLearningOutco
mes.pdf
http://www1.harenet.ne.jp/~waring/er/aims.htm
http://www.thecanadianencyclopedia.com/index.cfm?
PgNm=TCE&Params=A1ARTA0002083
http://www.nes.scot.nhs.uk/Courses/ti/AimsObjectives.pdf
http://bashirsono.blogspot.com/2009/08/aims-goals-and-objectives.html