INSTRUCTIONAL MODULES

DEFINITION

Learning materials designed primarily for independent or self- study.

Used to complement instruction.

WHAT IS A MODULE?

According to Russel(1974)- an instructional package dealing with a single conceptual unit of subject-matter.

Designed to help the students to accomplish certain well-defined objectives.

With the use of module, instruction can be individualized

COMPONENTS OF A MODULE Title

Shows the specific topic of the module. A good title should be clear, concise, and reflective

of its content. Overview

Serves as the introduction of the module and describes its scope and rationale.

Objectives Explains the knowledge, skills, and attitudes you

teach. Should be stated in terms of the learners’

behaviors.

Discussion In IRRI and Duldulao’s models, objectives

and topics are presented together. Evaluation

A self-check test, exercise, or other means of assessing learning outcomes are common features of a module.

ReferencesList of books or guides used in preparing

the module or other materials that maybe consulted for further understanding or appreciation of the lesson presented.

ACCORDING TO BARTOLOMEO GIOIA

When creating instruction, it is vital for designers to remember who the audience is. Whether the instruction is going to be implemented through an instructor-led format, distance learning, or online learning, instructional design is still about making connections with the learners.

HE IMPLEMENTED SEVERAL CORNERSTONES INTO EACH TASK.

Needs Analysis. Is there a need for instruction and if so what

level of instruction should be designed, what delivery method would be best, and how will the entire process be assessed.

ResearchWhat instruction already exists, what

instruction can be improved on, and most importantly what instruction can be created using the vast variety of new technology available to designers today.

Design Instructional designers have more

technology available to design instruction than ever before. Taking the learning audience, delivery method, and overall content is critical in choosing the correct design method.

InstructionAs mentioned before, a great design will be

in vain if the instruction piece, whether direct learning or distance learning, is not sound and dynamic.

AssessmentWhen creating instruction, designers

are taught to “start at the assessment.” Keeping terminal objectives in mind for learners helps designers stay focused. When it comes to assessing instructional design projects, designers must be conscience of all the design steps.

COBALTT INSTRUCTIONAL MODULES

The CoBaLTT web-based Instructional modules served as an integral part of the CoBaLTT professional development program (from 1999-2006) and may be used as a learning resource for language teachers who are interested in learning how to implement CBI.

THE CORNERSTONE FOR THE COBALTT PROGRAM

National Foreign Language Standards includes information about the national Standards

for Foreign Language Learning, and the framework that they provide for content-based language learning.

Principles of CBI focuses on the background, principles, and

research base for content-based instruction in second or foreign language contexts.

Curriculum Development for CBI gives direction and guidelines for creating CBI

curriculum units and lessons.

Instructional Strategies for CBIoutlines the instructional techniques and

practices that are essential to integrated language and content teaching.

Assessment for CBIprovides the background and principles of

performance-based assessment and emphasizes the development and use of classroom-based formative and summative assessment tools for teachers.

Technology for CBI looks at the effective uses of technology in

the content-based language classroom.

In addition, some modules provide hands-on web-based activities that will help teachers to learn the principles and concepts.