TRAINING MODULE

DEVELOPMENT

DEVELOPING ATI’S
STANDARD TRAINING
MODULE FORMAT
 ATI Cover Page
Logo

Training on Module
Development
(Title)

2017
(Year)

(may add pictures)

Prepared by/Organized by:

(Individual or Team)
MODULE OVERVIEW
- General description of what the module is all
about, starting with a short introductory
paragraph as situationer; mention the contents of
the module with brief descriptions

- Not too long

- MAY COMPOSE THIS LATER (after completing the
contents)
 * ON OBJECTIVES
 Generally, there are only two kinds (R. Mager)
• General Objectives
• Specific Objectives

 For distinction, the field where use is specified

• Program/ Project Objectives
• Training Objectives
• Module Objectives
On Objectives - KSA
TRAINING LEARNING INSTRUCTIONAL
OBJECTIVES OBJECTIVES OBJECTIVES
(Training Design) (education (education sector)
sector/training)

MEAN THE SAME; THEY ARE OF THE

SAME LEVEL.
 *Levels of
TRAINING Objectives
*Terminal Objective = General Training Objective
 Change in performance required
 What the participants will be able to accomplish or to be become
after the training

*Enabling Objectives = Specific Training Objectives

 Directly derived from knowledge, skills, attitudes needed to
perform the task/to achieve the terminal objective
 *Training Objectives
vs. Module Objectives
Training Objectives Module Objective
*Terminal Objectives What participants will become or be
able to do after the module – ONE
Change participants become/will be general statement
able to do after the training – ONE
general statement
Lesson Objective
*Enabling Objectives Directly derived from the KSA needed
to achieve the module objective
Directly derived from the KSA
terminal objective)
 *BOTH Training
and Module Objectives
*describe participants performance, NOT what the training
or module will do to the participants, hence the phrase,

“the participants should be able to…”

 *BOTH Training and Module Objectives
are Behavioral in Nature
*Behavioral meaning
 Action-oriented (use action words)
 People-oriented
 Responsibility-oriented

*Action words to be used have to be observable and

measurable.
 *Objectives being Behavioral
*Action words being observable and measurable:
Acceptable

Knowledge: describe, discuss, explain, enumerate, classify, write, identify, differentiate, list

Skills: construct, demonstrate, assemble, prepare, use, operate, practice, conduct, perform, repeat

Attitude: express appreciation/belief, agree, join, promote, accept

NO,NO
Vague verbs: know, understand, appreciate, grasp, comprehend, recognize, enjoy, remember, perceive
 *Construction
of Training and Module Objectives
The SMART rule is also followed:

Specific - use action verb

Measurable - quantified; minimum level required
Attainable- according to participants’ potential; considering
quantity and time
Realistic - considering resources including time;
reality-based
Time-bounded - training timetable
 *Example: Training
Terminal: At the end of the training, the participants should be able to
organize five (5) training courses each year competently given all the
resources needed. (Attainable? Realistic?)

Enabling: To achieve the terminal objective, the participants should be

able to:
1. Discuss the basics of training;
2. Describe how to undertake training needs determination;
3. (and so forth)
 *Example: Module
Module Objective: After this module, the participants should be able
to demonstrate effective communication skills in extension.
(Attainable? Realistic?)

Lesson Objectives
The participants should be able to:
1. articulate the basics of extension;
2. explain the role of communication in agricultural extension;
3. (and so forth…)
MODULE OBJECTIVE
- What the learners will become or be able to do after the module;
- Just ONE general statement…

Example:
After this module, the participants should be able to demonstrate
skills in extension.
MODULE COVERAGE
- Identification and listing of the appropriate topics (the lessons) to
achieve the module objective.

- Make an outline of your contents as working paper to ensure you

wont miss any important item.
(Refer to your Lesson on Basic Writing and Packaging Skills on how
to prepare this.)
MODULE COVERAGE
Example
Lesson 1. Basics of Communication
A. Definitions of Communication
B. Barriers to Communication
C. Types of Communication
D. Value of Communication Competence
Lesson 2. Role of Communication in Agricultural Extension
Lesson 3. Presentation Skills
Lesson 4. Facilitation Skills
(. . . and so forth)
MODULE DELIVERY PLAN
Given the Module Objective:

 Identify the LESSON OBJECTIVES that will achieve the Module

Objective. (Put these in Column 1 of the Module Delivery Plan)

 For each Lesson Objective, identify the appropriate TOPICS. (Put in

Column 2 of MDP)
 MODULE DELIVERY PLAN
(Module 3: Communication in Extension)
Module Objective: At the end of the module, the participants should be able to
demonstrate communication skills in extension. (Or…prepare quality training modules.)
Lesson Topic Time Strategy/Method/ Technique Instructional Expected Output
Objective Allocation Material (tangible)
Participants Basics of Six hours Lecture-Discussion; PowerPoint Leave blank if no
should be able to Communication Exercises Presentation tangible output
articulate the
basics of
communication.

Participants Role of One hour Lecture-Discussion PowerPoint

should be able to Communication and 30 Presentation
explain the role of in Agricultural minutes
communication in Extension
Agricultural
Extension.
 MODULE DELIVERY PLAN
Module Objective: At the end of the module, the participants should be able to
demonstrate communication skills in extension.

Lesson Topic Time Strategy/Method/ Technique Instructional Expected Output

Objective Allocation Material (tangible)
Participants Presentation Eight hours Lecture-Discussion; Video PowerPoint Presentation Plan
should be able to Skills Presentation; Role Playing; Presentation
develop a Exercises
presentation plan,
and prepare visual
aids.

Participants Facilitation 12 hours Lecture-Discussion; PowerPoint SLEs; Presentation

should be able to Skills Role Playing; Exercises Presentation
demonstrate
effective
facilitation skills.
The Lessons
 Lesson Objectives will be of two levels:
• The general objective for the entire Lesson (topic) – Copy from Col. 1 of
MDP

• And specific objectives for the sub-topics stated as follows:

At the end of the Lesson, the participants should be able to . . .

Specifically, they should be able to:
1. (sub-topic)
2. (sub-topic)
3. (sub-topic)
 Lesson 1
BASICS OF COMMUNICATION
(Brief introductory paragraph on what the lesson is all about.)
Don’t forget to put first the Lesson Objective started
Lesson Objectives: in column 1 of MDP before starting the specific
topics to be learned
At the end of this lesson, the participants should be able to articulate the basics of communication.
Specifically:

1. describe the four attributes of communication as a process;

2. differentiate the types of communication;
3. explain the different barriers to communication; and
4. discuss the value of communication competence.

Time Allotment : Six hours

Methodologies : Lecture-Discussion, exercise
Tools to Use : Laptop, LCD projector
 OPENER
 Ideally in separate page, different font from the contents text, boxed
 Should have the following parts;
• Title :
• Time Allotment :
• Materials Needed :
• Procedure: how to undertake the activity
• Processing: procedure/questions to ask
• Key Concepts: main concepts derived from the processing
• Connecting/Transition Statement to the Lesson – Write down what you will say
 Need not write this
(Lesson Proper)

- You now discuss the Lesson.

- Write in conversational tone, as if you are delivering to an audience.

(THIS DOES NOT MEAN YOU WILL WRITE THE

CONVERSATION BETWEEN YOU & YOUR
AUDIENCE.)
(Lesson Proper)

Example:

A. Definitions of Communication

Let us start with understanding the basics of communication.

B. (and so forth….)
Mid-Session Activity
 (same process as the Opener but
conducted “mid-session”)

 (optional)
Summary of the Lesson
- Brief; major points only.
- DO NOT REPEAT THE LECTURE.
- TOO LONG, will bore the learners.
- Be creative, make your summary interesting.
Ender/Integrative Learning Activity
 Ideally in separate page, different font from the contents text, boxed
 Should have the following parts:
• Title
• Time Allotment
• Materials Needed
• Procedure: how to undertake the activity
• Processing: procedure/questions to ask
• Key Concepts: main concepts derived from the processing
• Connecting/ Transition Statement to END Lesson with impact – Write
down what you will say.
Ender (if you will use participative activity)
Title :
Time Allotment :
Materials Needed :
Procedure: (Detailed instruction; step-by-step)
Processing: (Write down the questions you will ask the participants. Write down
the possible answers/responses from the participants, too.)
Key Concepts: main concepts (derived from the responses elicited from the
participants during processing related to your subject matter)
Connecting/Transition Statement to END the Lesson (derived from
participants’ responses; Write down what you will say)
Ender
(If you will use NON-PARTICIPATIVE activity)
(describe a reality in life/give a quotation/relate a story, etc. similar in qualities to
the topic/lesson)

Title :
Time Allotment :
Materials Needed : (ppt presentation, specimen)
Procedure: (Write down what you will say)
Processing: (Compare/show parallelism or similarity; analogy)
Key Concepts: main concepts (derived from the processing related to your subject matter)
Connecting/ Transition Statement to END the Lesson (Write down what you will
say.)
 THINGS TO PONDER
-Questions or statements related to the Lesson that the learners may
have to read/research on for additional information.

SELF-ASSESSMENT QUESTIONS

x
- Not to many: 10-20 depending on the coverage of the Lesson.
- Separate page.
- Put answer sheet at the last page.

SUPPLEMENTARY READINGS & MATERIALS

x
- Suggested additional readings related to the Lesson (this is the last
component of a Lesson).
Lesson 2. Role of Communication in Agricultural Extension

Lesson 3.

Lesson 4.

Lesson 5.
 REFERENCES
- Materials used as references for the whole Module.
- Follow format of reference materials.

- All Lessons
x
Answer Sheets
SOME REMINDERS
 Develop the contents first.
 Then the Openers and Enders = APPROPRIATE. . .related to the
subject matters.

 Time allocation for Openers & Enders:

 About 10% of the time allocation of the subject matter.
 SLEs, Exercises, Activities, Games, Workshops and other methods
and techniques are NOT Lessons, UNLESS your topic is on
DEVELOPING these (teaching how to develop & use these).
e.g. DEVELOPING SLEs

 Put these under the Lessons where they will be used – bulleted
or enclosed in parenthesis.
IN WRITING OUR MODULES. . .
 Paper size – A4
 READABILITY
o Distinct Lesson Title in Terms of font size and space
• Bigger fonts than the text
• Ample space before the text

o Font size for text, ideally 11

IN WRITING OUR MODULES. . .
 Layout of every page
o Margins are important.
o Use of Space – not cramped.
o Use of images – balances size with text.
 Don’t cut tables; sentences and paragraph as much as possible.
 Image/photos, if used, should be clear (follow principles).
 Be guided by the Writing Principles.