INSTRUCTIONAL MODULE AND ITS COMPONENTS
By Soledad Mina Roguel
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 showss 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
Duldulao (2000)
IRRI
PCARRD (1997)
Title
About the Module
Title
Prospectus
Topic Opener
Rationale
Objectives & Topics
Suggested
Methodology
Materials/visuals
Objectives
Discussion of
Topics
Title
Rationale
Description and
Scope
Objectives
Strategies
Resources
References
Requirement
Evaluation
Topics
CLSU-ILO
(2000)
Title
Scope
Overview
Objectives
Discussion of
Topics
Self-check Test &
Evaluation
Activities
Reference
Objectives. A common feature of most modules is a statement oflearning
objectives. They explain the knowledge, skills, and attitudes you warlt to teach. They
should be stated in terms of the learners' behaviors. Objectives a11o\" you 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 arid simplicity.
Tips for Effective Writing
Van Daele (1995) gives a number of suggestions on writing training manuals
that are easy to read. They are as follows:
 Write for your audience
 Organize your material
 Rewrite, revise, and edit your material
 Use charts and illustrations to support your message Identify your subject
 Use clear, short, familiar words
 Eliminate unnecessary words
 Keep sentences short and simple
 Use the active voice
 Use the imperative mood
 Use notes'
 Use emphasis
 Use ordering techniques.
 Use point form
 Avoid using only male pronouns.
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 needto-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.
Van Daele, C.A. 50 One-Minute Tips for Trainers. Menlo Park, CA: Crisp
Publication, Inc., 1995.
Evaluation: Self -Check Test
1. What is an instructional module?
2. What are the components of an instructional module we wish to
develop for PhilRice?
3. Why are objectives important?
4. What are the characteristics of a good instructional objective?
Table 1. List of Specific Verbs Based on Bloom's Taxonomy of Educational Objectives
in the Cognitive Domain
Knowledge
Comprehension.
Application
Define
Record
List
Recall
Name
Relate
Underline
Repeat
Translate
Discuss
Describe
Recognize
Explain
Express
Identify
Locate
Review
Report
Tell
Interpret
Apply
Employ
Use
Demonstrate
Dramatize
Practice
Illustrate
Operate
Schedule
Sketch
Analysis
Synthesis
Evaluation
Criticize
Distinguish
Analyze
Differentiate
Appraise
Calculate
Experiment
Compare
Diagram
Test
Relate
Examine
Categorize
Relate
Compose
Plan
Propose
Design
Formulate
Arrange
Assemble
Collect
Construct
Create
Set-up
Organize
Manage
Prepare
Judge
Appraise
Evaluate
Rate
Compare
Value
Revise
Score
Select
Choose
Assess
Estimate
Measure