WHAT IS A MODULE?

It is an instructional package
dealing with a single conceptual
unit of subject-matter.
(Russel,1974)
 Modules are designed to help
the students accomplish certain
well-defined objectives.
 With the use of a module,
instruction can be individualized.
MODULE WRITING
MODULES ARE DESIGNED FOR…

1.The learners to go through the

material at their own pace and at
their own time.
MODULES ARE DESIGNED FOR…

2. They may also be used to

complement instruction.
In the process of module writing, the
key is to forge educationally sound
and logical links between learner’s
needs, aims, learning outcomes,
resources, learning and teaching
strategies, assessment criteria and
evaluation.
 KEY POINTS TO CONSIDER
(Donnelly and Fitzmaurice, 2005)
a. Sustain interaction with content
and others;
b. Relate new ideas to previous
knowledge;
c. provide explicit explanations and
a clear knowledge base to learners;
 KEY POINTS TO CONSIDER
(Donnelly and Fitzmaurice, 2005)
d. Structure in a reasonable learner
workload;
e. Provide opportunities for learners
to pursue topics in depth so that
they can understand the material for
themselves;
 KEY POINTS TO CONSIDER
(Donnelly and Fitzmaurice, 2005)

f. Ensure an appropriate pre,

formative and summative
assessment strategy.
 Tips for Effective Writing
(Van Daele, 1995)

Write for your audience

 Tips for Effective Writing
(Van Daele, 1995)

Organize your material

 Tips for Effective Writing
(Van Daele, 1995)

Rewrite, revise, and edit your

material
 Tips for Effective Writing
(Van Daele, 1995)

Use charts and illustrations to

support your message
 Tips for Effective Writing
(Van Daele, 1995)

Identify your subject

 Tips for Effective Writing
(Van Daele, 1995)

Use clear, short, familiar words

 sambat

fork/tinidor
paminggalan

Kitchen/kusina
halgambilang

grade/score
Sukgisan

Geometry
pantablay

charger
 Tips for Effective Writing
(Van Daele, 1995)

Eliminate unnecessary words

 Tips for Effective Writing
(Van Daele, 1995)

Keep sentences short and

simple
 Tips for Effective Writing
(Van Daele, 1995)

Use the active voice

Harry ate six shrimp at dinner.
(active)

At dinner, six shrimp were eaten by

Harry. (passive)
The savannah is roamed by beautiful
giraffes. (passive)

Beautiful giraffes roam the savannah.

(active)
For the bake sale, two dozen
cupcakes will be baked by Susan.
(passive)
Susan will bake two dozen cupcakes
for the bake sale. (active)
Tips for Effective Writing
(Van Daele, 1995)

Use emphasis
 Tips for Effective Writing
(Van Daele, 1995)

Use ordering techniques

 Tips for Effective Writing
(Van Daele, 1995)

Observe gender fairness

 Tips for Effective Writing
(Van Daele, 1995)

Free from culture bias

 Tips for Effective Writing
(Van Daele, 1995)

Use generic terms

MODULE FORMAT

1. Cover
It reflects the title of the module
with an appropriate design
Should be attractive to the target
users.
2. Title
It shows the specific topic of the
module.
A good title should be clear,
concise, and reflective of its
content.
3. Table of Contents
It depicts the different parts of the
module
with the corresponding pages to
facilitate
locating of the contained topics
4. Introduction

It provides an overview of the

module
describes its scope and
rationale
4. Introduction

It summarizes the content and

importance of the module.
In some modules, this section is
called overview, prospectus, or
rationale.
5. Objectives
common feature of most modules
is a statement of learning
objectives
these explain the knowledge,
skills, and attitudes one wants to
teach
5. Objectives
Objectives allow the writer to focus
and organize the information he
would like to present
also help the learners do self-
evaluation.
Verbs such as "know" and
"understand" are vague and do not
tell us what the learners will be
doing to demonstrate their
understanding.
Remember the acronym SMARTO when
writing your objectives –
Specific
 Measurable
Attainable
Realistic
Time-bounded
Observable
6. Pre-assessment

This portion serves as

“assessment for learning” to
determine the entry behavior of the
learners.
TYPES OF CLASSROOM ASSESSMENT:
ASSESSMENT FOR, OF, AS LEARNING

Assessment of
Assessment for Learning
Learning
Diagnostic Formative Summative
Pretest Quiz Quarterly Test
Student Survey Recitation Performance Task
Skills Check Work draft Culminating project
Think aloud
Dress rehearsal
 TYPES OF CLASSROOM ASSESSMENT:
ASSESSMENT FOR, OF, AS LEARNING
Assessment for Learning Assessment of Learning
Diagnostic Formative Summative

precede instruction Ongoing Culminating

• check learners’ prior • provide information • determine the degree of

knowledge to guide teaching mastery or proficiency
• Identifies and learning for according to identified
misconceptions, improving learning learning targets
interests and learning and performance • evaluative in nature
styles preferences • include both formal generally resulting in a
• provide information to and informal score or grade
assist planning and methods
guide differentiated
instruction
 TYPES OF CLASSROOM ASSESSMENT:
ASSESSMENT FOR, OF, AS LEARNING

Assessment as Learning
Assessment as learning focuses on students and emphasizes
assessment as a process of metacognition (knowledge of one’s
own thought processes) for students.
 Students reflect on their work on a regular basis, usually
through self and peer assessment and decide what their next
learning will be.
 Helps students to take more responsibility for their own
learning and monitoring future directions.
6. Pre-assessment

It contains the concepts, principles

and skills that learners are
expected to master after finishing
the module.
7. Learning Goals and Targets

In this part, the learners will set

their own goals and targets based
on the module objectives that are
attainable after finishing the
module.
8. Content Proper
•Know
it provides activities and
opportunities to elicit prior
knowledge
to eliminate misconceptions
8. Content Proper
Know
to acquire adequate and relevant
information
to pose critical questions vital to
the development of understanding
of the learner
Process
this part presents activities that
require a learner to make
meaning
to gauge his skills
to construct or express his own
meaning and understanding
 Reflect and Understand

this stage offers additional

activities and provocative questions
to broaden learner’s core
understanding
Transfer
 It reflects
opportunities for
the learner to
transfer his
learning in a new
context.
9. Summative Assessment
It is a self-check exercise serves
as “assessment of learning”.
It contains exercises aligned to the
attainment of the learning
objectives set.
10. Summary
This portion capsulizes the
entire module.
It should be brief, concise but
comprehensive.
11. Appendix
a supplementary material at the
end of a book, module, article,
document or other texts
usually of an explanatory,
statistical, or bibliographic
nature
12. Glossary

An alphabetical list of terms or

words used in the module with
corresponding definitions.
13. Reference
This a list of books or guides
used in preparing the module
other materials that may be
consulted for further
understanding or appreciation
of the lesson presented
MODULE FORMAT
1. Cover
2. Title
3. Table of Contents
4. Introduction
5. Objectives
6. Pre-Assessment
MODULE FORMAT
7. Learning Goals and
Targets
8. Content Proper
a. Know
b. Process
c. Reflect and
Understand
d. Transfer
MODULE FORMAT

9. Summative Assessment
10. Summary
11. Appendix
12. Glossary
13. References
 Big Book(Pink),
SLK(Yelow),
Text Book(Blue) or
Module(Green)
It ensures an appropriate pre,
formative and summative
assessment strategy.
Module
It is written in more personal style

SLK
It provides explicit explanations and a
clear knowledge base to learners

Module
It is simply an individual reading
books, just enlarged.

Big Book
Objectives if any, is written in the
perspective of the teachers.

Text Book
It catches interest and motives, and
the target group is specific.

SLK
 It provides opportunities for learners
to pursue topics in depth so that they
can understand the material for
themselves.
Module
It is a self-paced learning.

SLK
The structure in a reasonable learner
workload

Module
Show students how to read naturally
with understanding for enjoyment

Big Book