Once the goals and content is set, the next step is to elaborate the pedagogical structure. This includes both the sequence and methods to be used.
a. What is now the rationale for the program? (The rationale identifies the problems, ways the course addresses them, and how the course will make a difference.)
b. What are the presumed cause-effect relationships between cognitive and other activities in terms of their capacity to bring about the desired goals?
c. How do the various components tie into one another?
d. What underlying themes link the various parts of the program? How can they be reinforced?
e. How do the earlier sessions prepare for the later ones?
f. How are the main ideas reinforced throughout the program?
g. What are the principal educational media and modes of learning to be used to ensure that all the various components fit together and stimulate the participants throughout the whole program?
h. How will the structure of the program respond to the collective and individual interests, motivations and needs of the participants?
i. What are the implications of any age-, gender- culture- and religion-specific factors that need to be taken into consideration in planning the sequencing, the media, and the modes of learning?
j. How have the formats been adapted to the characteristics of the group and the actual physical facilities?
k. What local and other resources are available? How can they be used? Can they help in the planning?
l. Should HR and SD be “stand-alone” components, or to what extent should they be integrated into one another – how to go about this?