Project WRITE XI:

An Easy Guide for Course Pack making

And Module Development

This document is intended for the course pack team members of

PROEJCT WRITE for use in the write shop.  THE FINAL COURSE
PACK COVER DESIGN AND PUBLICATION FORMAT WILL BE
GIVEN AS SOON AS IT IS ALREADY APPROVED BY THE
PROJECT TEAM.  

TEMPLATE 1: Course Specification

(This template must be accomplished first, agreed by the Course Team and approved by the
Chair of the Discipline. The supervisor in-charge shall be coordinated in the approval process.
This template can help the team in outlining the minimum competencies required in the course.)  

Team Leader : ___________________________________

Members _______________________________________

______________________________________
Course Title EDUC 111 - The Teaching Profession

 
Course Description  

 
Units / Credit Equivalent  

 3
Course Outcomes  

 
   
Learning Outcomes
 

 
 TEMPLATE 2: Course pack Structure

(This template must be accomplished after the team approves Template 1. A very important step
in competing this template is the decision of the team to cluster the Intended Learning Outcomes
in order to make decision as to the number of modules in a course pack. This also serves as basis
in assigning writers for each module and lessons.  This template can help avoid overlapping of
topics and/or outcomes and must be deliberated and agreed upon by the team as the concept map
of the entire course.)
Module Intended Learning Lessons Writer
Outcomes
1      

 
2      

 
3 Identify effective Lesson 1: Teacher’s Gloria O. Acebron, EdD
classroom management Classroom Management
strategies Skills

• Discuss the concept of Lesson 2: Learning Plan

micro teaching & Micro Teaching

• Prepare a Lesson 3: Global

lesson/learning plan Teacher in the 21st
Century
• Identify the qualities of
a global teacher in the  
21st century

• Perform two
demonstration teaching
of 2 different subject
content areas

 
  
4      

 
5    

TEMPLATE 3: Module Template

(Will be used individually during the self-paced write shop)

Module No. & Title Module 3 – Participation and Actual Transition Teaching

 
Module Overview Welcome to Module 3 – Participation and Actual Transition
Teaching. In this module, you will get the chance to participate in
the different segments of the lesson as seen timely and appropriate
by your cooperating teacher. Likewise, you will also have the
chance to demonstrate your classroom management skills as you
handle the class with the assistance of your cooperating teacher.

 
Module  
Objectives/Outcomes
Upon completion of this module, you should be able to:

 Identify effective classroom management strategies

 Discuss the concept of micro teaching

 Prepare a lesson/learning plan

 Identify the qualities of a global teacher in the 21st century

 Perform two demonstration teaching of 2 different subject

content areas
  

 
Lessons in the module  

Lesson 1: Teacher’s Classroom Management Skills

Lesson 2: Learning Plan & Micro Teaching

Lesson 3: Global Teacher in the 21st Century

TEMPLATE 4: The Lesson Structure

(Will be used individually during the self-paced write shop)

Module No. and Title Module 3 – Participation and Actual Transition Teaching

 
Lesson No. and Title Lesson 1 - Teacher’s Classroom Management Skills

 
Learning Outcomes   At the end of  lesson 1 you should be able to

 Identify effective classroom management strategies for

different types of disruptive behaviors

  
Time Frame 3 hours
Introduction  

(This part of the lesson introduces students to the lesson itself,

what to expect, activities to accomplish, allotted time and other
significant inputs the teacher-writer wants to include. Please
note, the introduction may not necessarily be lengthy. It has to be
five sentences maximum so as not to bore our students with
reading. You may start with welcome note to students. Maintain a
friendly tone and be interactive.)

 
 
(This first part of the lesson design requires teacher-writer to
Activity think of activity/ies that would challenge students to think and
connect their background knowledge and experiences so to give
them an idea of the lesson. The teacher-writer may start the
lessons by using a variety of activities that will build the concepts
 of the topic being presented.   Instructions should be written
clearly in friendly tone and non-threatening.  Initiate highly
innovative and appropriate activities to set mood and to foster
higher order thinking.  The activity should build the concept or
ideas that will be introduced in the lesson particularly in
abstraction phase.)

 
   

Analysis (Draw out responses of the learners by giving analysis questions.

Use a variety of questions to ellicit reactions from the learners.
Anticipate their responses and use these for giving feedback.
Write a statement that will connect the activity to the abstraction
phase of your lesson.)

 
   

Abstraction (This is the phase where you are to discuss and give inputs about
the topic.  This should be written in a brief manner and direct to
the point.   Use simple language and no complicated sentences.
Present only one idea in a lesson.   Instead of writing more text,
use illustrations, pictures and graphics in presenting the
concepts.  This will not only help you avoid a text heavy module
but it will also improve your presentation, design and layout.
Remember that a text heavy and poorly layout and designed
module will not attract readers.)

 
   

Application (Provide innovative and appropriate activities to enable

participants to utilize the general knowledge they have gained in
the lesson.  Instructions should be written clearly to avoid
confusions.  Remember that a self-instructional module maybe
used by the learners anytime and anywhere and the teacher is not
always there to provide them an assistance.)

 
   

Closure (You may close the lesson by congratulating the learner for the
job well-done; and provide link to the next lesson for continuity.)

MODULE ASSESSMENT (After the students have read and studied all the lessons in the
module, it is at the institutional level to decide whether to administer assessment in any forms.
This part allows flexibility within the institution.)

MODULE SUMMARY (This part summarizes the highlights of the entire module and it is
strongly suggested that you may go back to the module objectives to ensure congruency and
coherence of the module.)
 

REFERENCES

 (Must be written in APA format)

IMPORTANT Reminders:

1. References should be added at the end of each module.   

2. Number of modules may vary depending on the number of clustered ILOs that are
significant to the course.  

3. Each module could have a maximum of 5 lessons.

4. If there are significant contents/readings necessary for the abstraction part, it can be put
as an annex or appendix of the entire course pack.  However, proper labelling is
necessary.  

5. Use A4 paper size, Times New Roman font style, size 12, 1.5 inch left
margin and 1inch on the remaining sides.  Use single line spacing in the
module contents.  

The module format should be followed for the project write.  The template and format may
be customized should the participating HEIs wish to implement it in their respective institutions.