TRAINING ON MODULE
DEVELOPMENT AND
WRITESHOP
Coverage:
1. Introduction to Module Development
2. Training Module Development
3. Spicing up your Module
4. Basic Writing and Packaging
TRAINING MODULE
DEVELOPMENT
INTRODUCTION
Contents
1. Definitions and Concepts
2. Importance of Modules
3. ATI’s Module Development Format
4. Modifications Made on the Standard Format
5. Important Skills
Training Module vs.
Training Design
“A training course design is a concept paper that
describes what a specific training program or
course is all about and how it will be conducted.”
- Franco, 1991
Training Module
Refers to the major content of a training course focused on a
specific subject matter which contains a set of topics with
corresponding objectives, activities, duration and process delivery.
(Memo)
“Training Module is a standardized or self-contained segment that
with other segments, constitute an educational course or training
program.” (internet)
Definitions and Concepts
In conducting training. . .
Training design
Training module
. . .a must for QUALITY
On Training Modules . . .
Generally, the training modules are the main matter of the
training design, labeled “A,B,C. . .” or “I, II, III …”; ideally, 5-7
modules per training (short term reading)
A whole training, however, can be treated as ONE MODULE,
depending on the coverage; if too long, not advisable.
A handout alone is NOT a Module.
Ex. TOT on Training Management
A. Introduction to Training Management
1. Definitions and Concepts
a) Training Defined
MODULES
SUB- b) Coverage of Training
TOPICS c) Components of a Training
2. Training Cycle
3. Adult Learning TOPICS
B. Training Needs Determination
C. Training Designing
Module on Training Management
I. Introduction to Training Management
A. Definitions and Concepts
1. Training Defined
MODULES
B- 2. Coverage of Training
SU ICS
TO
P 3. Components of a Training
B. Training Cycle
C. Adult Learning TOPICS
II. Training Needs Determination
III. Training Designing
On Training Modules. . .
Pure text
Text with pictures/illustrations
The CONTENT is important.
- informative
- useful
The “face” of the module is likewise important.
Format - vary, but components more or less are the same
On Training Modules. . .
Modules as instructional materials … write these that way.
Modules can be MODIFIED/ UPGRADED or CHANGED altogether.
Modules are not meant to straight-jacket presenters. . . GUIDE.
Importance of Training Modules
Focuses, delimits presentation.
Serves as guide in delivering a subject matter as it is complete
with contents and procedures.
With a well written module, anyone can deliver the subject matter.
ATI Module Format Memo 2005
TITLE REFERENCES
NO. OF HOURS ATTACHMENTS
INTRODUCTION -Tools used (games,
LEARNING OBJECTIVES instruction, pictures,
MATERIALS NEEDED etc.)
- Forms Needed
TRAINING CONTENT &
- Trainer’s Guide
METHODOLOGIES
• Topics
• Suggested Method/s of
Delivery
• Processing
• Notes to the Trainer (Optional)
ATI’s Training Module Development
As a training institution,
training modules
should emanate from us.
ATI’s Current
Standard Training Module
Development Process
Format
ATI’s Training Module Development
Early Attempts
Module Development. . . attempts since 1990’s (after the 1987
reorganization)
o EDS in 2005 was the only output.
o Memo on January 12, 2005 (Dir. APS) “Recommended Format of
Training Design and Training Module”
ATI’s Module Development Process
1. Identification of priority/major training programs of ATI
- ATI Management
2. Designation of Module Development Core Group (MDCG)
- by the ATI Directors/ TCS II
- at the Centers, CDMS Head as Chair
3. Identification & Meeting of Module Developers – MDCG
4. Preparation of Training Modules
- Module Developers (technical staff)
5. Consultation with External Subject Matter Specialists if
necessary; with internal Specialists if any
-Module Developers
6. Pre-Testing
- Module Developers & MDCG
7. Finalization
- Module Developers
Deleted “Supplementary Readings & Materials” (suggested by
previous batches)
Suffice with “References” at the end of the module
Modification on the Format (7.1)
Module Overview – provided description (none provided in the
memo)
Module Objective – took out the term “terminal objective” in the
description so as not to confuse with the general training
objective
Module Coverage – added “to achieve the module objective” in
the description
ATI Standard Module Format (Current)
Cover Page Lessons (Topics and Sub-Topics)
• Title • Under each Lesson:
• Year Developed/Revised *Lesson Objectives
• Prepared by or Organized by: *Time Allotment
* Methodologies
(Next Page/s)
* Instructional Materials & Equipment
• Module Overview
* Opener
• Module Objective * (the Contents)
• Module Coverage * Summary
* Ender
1 Page, separate, landscape)
* Things to Ponder
• Module Delivery Plan (6 columns)
References
ATI Standard Module Format
(Current)
Cover Page (Next Page/s)
• Title • Module Overview
• Year Developed or Revised • Module Objective
• Prepared by or Organized by: • Module Coverage
(1 Page. Separate, landscape)
• Module Delivery Plan
Lesson Parts: Sequence & Addition
• (Brief introductory paragraph on what the Lesson is all about or what it will do
to the learners)
• Lesson Objectives – took out in the description “enabling objectives” so as not
to confuse with “specific training objectives”
• Time Allotment (Added)
• Methodologies to Use
• Instructional Materials & Equipment
• Opener
• Lesson Proper
• Summary of the Lesson
• Ender
• Things to Ponder (formerly SAQ)
(Succeeding Pages)
• Lessons (Topics & Sub-Topics)
Under each Lesson:
• Lesson Objectives
• Time Allotment
• Methodologies
• Instructional Materials/Tools/Equipment
• Opener (Ideally separate page, boxed)
• Lesson Proper (the Contents – Topics & Sub-Topics)
• Summary
• Ender (Separate page, boxed)
• Things to Ponder
• References (at the end of the Module)
Important Skills
• Format
Writing & =ATI Standard
Packaging Skills • Lay-Outing
• Openers
• Mid-Session
Spicing Up Activities
• Enders
PAUSE
