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 Duldulaos 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.
References
List 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.
Research
What 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.
Instruction
As mentioned before, a great design will be
in vain if the instruction piece, whether
direct learning or distance learning, is not
sound and dynamic.
 Assessment
When 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 CBI
outlines the instructional techniques and
practices that are essential to integrated
language and content teaching.
Assessment for CBI
provides 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.