INSTRUCTIONAL MODULE AND ITS

COMPONENTS
AUGUST 12, 2015 JAIMEVALLECERAVALLECERA LEAVE A COMMENT

INSTRUCTIONAL MODULE AND ITS COMPONENTS

By: Jaime V. Acuram

Overview
This lesson discusses what an instructional module is all about, its parts, and the different
formats used in writing it. Also included are pointers in writing instructional objectives and some
tips for effective writing.

Modules allow the learners to go through the material at their own pace. They may be used for
self-instruction or to complement instruction. Knowing how to write learning material in module
format is an important skill that trainers should develop.

Objectives
At the end of this presentation, you are expected to:

1. Define what an instructional module is.

2. Discuss the different components of a module.
3. Write objectives in behavioral terms.
4. Discuss some tips in effective writing.
What is a module?
Russel (1974) defines module as an instructional package dealing with a single conceptual unit
of subject-matter. Modules are designed to help the students accomplish certain well-defined
objectives. With the use of a module, instruction can be individualized. The learners can go
through the material at their own pace and at their own time. They may also be used to
complement instruction.

What are the components of a module?

The format and style of a module may differ depending on its purpose and the institution where
it is developed. See Table 1 for a comparison of different module formats. As agreed upon in one
of the meetings of the Technology Promotion Program, for the training manual that will be
produced at PhilRice, the components of each module should be title, overview, objectives,
discussion of content, self-check test and evaluation activities, and references. A brief
description of each part follows:

Title. It shows the specific topic of the module. A good title should be clear, concise, and
reflective of its content.
Overview. It serves us the introduction of the module and describes jts scope and rationale. The
overview summarizes the content and importance of the module. In some modules, this section is
called introduction, prospectus, or rationale.
Table 1. Comparison of Module Formats
CLSU-ILO
Duldulao (2000) IRRI PCARRD (1997) (2000)

Title Title Title Title –

About the Module Prospectus Rationale Scope

Description and
Topic Opener Rationale Scope Overview

Objectives &
Topics Objectives Objectives Objectives

Suggested Discussion of Discussion of

Methodology Topics Strategies Topics

Self-check Test
Materials/visuals Resources &

Evaluation
References Requirement Activities

Evaluation Topics Reference

Objectives. A common feature of most modules is a statement of learning objectives. They

explain the knowledge, skills, and attitudes you want to teach. They should be stated in terms of
the learners’ behaviors. Objectives to focus and organize the information you would like to
present. They 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. See Table 2 for a list of specific verbs that may be
used in stating your instructional objectives. Remember the acronym SMART when writing your
objectives.

S – pecific

M – easurable

A – ttainable

R – ealistic

T – ime bound
Discussion. In IRRI and Duldulao’s models, objectives and topics are presented together. The
suggested format is to present all the objectives at the beginning and the presentation of content
follows based on the stated objectives.
What information should be included in a training module? Minnick (1989) classified materials
that may be included in any instructional material as:

1. need to know
2. nice to know
3. less nice to know
4. barely relevant
5. might be used someday
For purposes of training, the materials should be limited to the “need to know” information that
are vital and important. Furthermore, organize your content for clarity. As Reddout (1987) noted,
the structure is almost as important as the content. Organize your material from simple to
complex. Include pictures, diagrams, and other illustrations that may help clarify the information
presented including exercises and hands-on activities that the learners should engage in.
Emphasize the scientific principles and the “why” in the topics being presented.

Evaluation. A self-check test, exercise, or other means of assessing learning outcomes are
common features of a module. Follow-up activity or topics for discussion to reinforce learning
may also be included.
References. This a list of books or guides used in preparing the module or other materials that
may be consulted for further understanding or appreciation of the lesson presented.
Style
Another consideration is the style that you should use. Should it be formal, informal, or
conversational? Decide on the treatment you wish to adapt for your module. Regardless of the
style used, what is important is clarity and simplicity.

Summary
Instructional modules are learning materials designed primarily for independent or self-study.
They may also be used to complement instruction. The recommended components of the module
for PhilRice training manuals are title, overview, objectives, discussion of topics, self-check test
and evaluation activities and references. What is important to remember is to write your
objectives in behavioral terms, focus on the need-to-know kind of information, and to write
clearly and simply.

References:
Duldulao, Virginia A. Let’s Produce More Rice (A Training Manual). Muñoz, Nueva Ecija:
Department of Agriculture. Philippine Rice Research Institute, 2000.

Integrating Alternative Approaches to Infrastructure Development and Transport Planning

(IDTP) into the Educational and Research Programs of CLSU and Other Institutions. A Terminal
Report. CLSU-ILO Project, 2000.

Minnick, Dan R. A Guide to Creating Self-Learning Materials, Los Baños, Laguna: IRRI, 1989.
Reddout, D.J. Manual Writing Made Easier. Training and Technology Journal. April, 1987.

Russel, J.D:- Modular Instruction. Minneapolis: Burgess Publishing Co., 1974.

Strategic Communication Planning and Management: A Package of Training Modules. Los

Banos, Laguna: PCARRD,1997.

Table 1. List of Specific Verbs Based on Bloom’s Taxonomy of Educational Objectives in the
Cognitive Domain

Knowledge Comprehension. Application

Define Translate Interpret

Record Discuss Apply

List Describe Employ

Recall Recognize Use

Name Explain Demonstrate

Relate Express Dramatize

Underline Identify Practice

Repeat Locate Illustrate

Review Operate

Report Schedule
 Tell Sketch

Analysis Synthesis Evaluation

Criticize Compose Judge

Distinguish Plan Appraise

Analyze Propose Evaluate

Differentiate Design Rate

Appraise Formulate Compare

Calculate Arrange Value

Experiment Assemble Revise

Compare Collect Score

Diagram Construct Select

Test Create Choose

Relate Set-up Assess

Examine Organize Estimate

Categorize Manage Measure

Relate Prepare