HANDBOOK FOR HIGHER

DIPLOMA PROGRAM
(HDP)

(Modified Version)

MODULE TWO
MODULARIZATION

AND
MODULAR CURRICULUM

ADDIS ABABA UNIVERSITY

NOVEMBER 2014

1
Contents

UNIT ONE ............................................................................................................................... 6

MODULARIZATION: CONCEPT, CHARACTERISTICS AND SIGNIFICANCE .............. 6

1.1. The Concept of Modularization ......................................................................................................... 6

1.2. Importance of modularization ........................................................................................................... 8

UNIT TWO ............................................................................................................................ 15

DEVELOPING MODULAR PROGRAM/CURRICULUM ................................................. 15

2.1. The concept of curriculum ............................................................................................................... 16

2.1.1. Curriculum planning .................................................................................................................. 17
2.1.2. Curriculum implementation ...................................................................................................... 17
2.1.3. Curriculum Evaluation ............................................................................................................... 18

2.2. The Preference of Modular Approach.............................................................................................. 19

2.3. Developing a modular curriculum framework ................................................................................. 21

UNIT THREE ........................................................................................................................ 38

DEVELOPING MODULAR SYLLABUS AND MODULE (LEARNING MATERIALS). 38

3.1. Modular syllabus ............................................................................................................................. 39

3.1.1. Definition and purpose of a syllabus .......................................................................................... 39

Reflective activity 20 .............................................................................................................................. 41

3.1.2. Key elements in developing or improving a course/syllabus ....................................................... 41
3.1.3. Features of a syllabus ................................................................................................................ 45

3.2. Developing a module (Teaching and learning material)................................................................... 46

3.2.1. Importance of modular materials .............................................................................................. 46
3.2.2. Components of module preparation.......................................................................................... 48
3.2.3. Key factors in designing a module ............................................................................................. 49
3.2.4. Framework towards designing modules for learning .................................................................. 51
3.2.5. Stages of preparing a module .................................................................................................... 60

3.3 Unit and Lesson Planning ................................................................................................................. 64

3.3.1. Importance of planning the lesson ............................................................................................ 64
3.3.2. Unit Planning ............................................................................................................................ 66
3.3.3. Lesson Planning ........................................................................................................................ 68

2
REFERENCES ....................................................................................................................... 70

APPENDICES........................................................................................................................ 75

Basic Lesson Plan ................................................................................................................................... 75

Sample lesson plan 1.............................................................................................................................. 76

Sample lesson plan 1 – Annotated ......................................................................................................... 77

Lesson Plan Sample 2 ............................................................................................................................. 79

Lesson Plan Sample 2 - Annotated ......................................................................................................... 80

3
Module Introduction

The module ‗Modularization and Modular Curriculum‘ is organized to guide readers, and
specifically the faculty members of Higher Education Institutions (HEI), to gain the basic
conceptual understanding about what modularized curricula is and how different or
shifted compared to the non-modular curriculum. Furthermore, it is intended to help the
reader to cope up with the curricula changes made on modularization in Addis Ababa
University. The modular curriculum centres on competence building and producing
employable skilled professionals.

The module consists of five units that are highly interrelated. The credit allotted for this
module is 5 ECTS (European Credit Transfer system) of the training package, which is
equivalent to 134 hours of participant study time.

The module is full of inbuilt activities. Readers are expected to be the main actors in
constructing their conceptual knowledge, developing their skill and attitude. Active
reading, reflective discussion, and continuous self and peer assessment are methods to be
employed for achievement of primarily stated learning outcome. Constructivism and
cooperative learning are the guiding principles in modularized curricula. Each participant
is expected to keep a portfolio of records of the reflections, exercises and assessments
done to serve as a record of development.

Module Learning Outcomes

Upon successful completion of the module, participants will be able to:

 discuss the concept, characteristics and significance of modularization

 explain how modular curriculum is different from non-modular curriculum
 internalize the framework for developing modular curriculum
 display skills in developing modular syllabus and module
 show the comparative advantage of ECTS to students learning
 discuss attempts made and problems encountered in planning and implementing
modular curriculum in the AAU

4
 describe the relevance and the usage of Constructive Alignment for developing
instruction
 discuss opportunities and challenges in implementing modularized
programs/curriculum in HE through reflective activities

5
 Unit One

Modularization: Concept, Characteristics and Significance

Unit Introduction

In this unit you will learn about the concept of modularization/module, the significance of
modularization/module, the comparative advantages of modular instruction (MI) for
students‘ and instructor‘s, the comparison of modular approach with non-modular
approaches and learner‘s options in implementing modular instruction.

Unit Learning Outcomes

Upon the successful completion of the unit, the participant will be able to:

 explain the concept of modularization/module

 identify the similarities and differences between modularization and module
 explain the importance of independent learning
 list down the comparative advantages of modular curriculum/instruction
 discuss the benefits of modular instruction for students
 describe the limitations of MI and its significance in achieving the expected
learning outcome

1.1. The Concept of Modularization

Reflective Activity 1: In a group of 3 or 4 reflect on the following questions

1. How do you understand modularization?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6
 2. The following terms are connected with modularization. What do they mean to
you?
modular instruction, self-contained,
modular teaching, self-instructional package
module, self-paced learning

________________________________________________________________________
________________________________________________________________________

________________________________________________________________________

In recent years, there has been an instruction focus on individualized instruction in higher
education. On one hand, this may be viewed as a reaction to crowded classrooms and
large class size which fosters anonymity in teaching and learning. On the other hand,
many studies have recently re-emphasized what teachers have known all along: There are
great differences in how each student learns and the pace they acquire knowledge and
skills. Thus, the needs emerge the need for instructional systems which can make higher
education available to large numbers of students and, at the same time, offer an individual
learning experience according to their pace. Thus, among the various systems of
individualized instruction proposed so far, modular instruction is one of the newest and
combines so many advantages of separate instructional innovations, such as performance
objectives, self-pacing, and frequent feedback.

Modular teaching is one of the most widespread teaching and learning techniques in
different countries. It is used in almost all subjects like natural science, especially in
biology and medical education and even in social sciences as well as in computers
education. All kinds of subjects are being taught through modules. It is a recent
development based on programmed learning; a well-established and universally
recognized phenomenon. It considers the individual differences among the learners which
necessitate the planning for adoption of the most appropriate teaching techniques which
help the individual to learn at her/his own pace.

Modularisation and module are interconnected. Modularization could be taken as an

approach, where as a module is a specific type of learning resource. Essentially, module

7
is self-contained, self-instructional package, self-paced learning according to students
need and ability. It covers either single element or a group of content elements of subject
matter or area of skill. It is a recent development based on programmed instruction.
Moreover, it is a unit of work in a course of instruction that is virtually self-contained and
a method of teaching that is based on the building up skills and knowledge in discrete
Units and the unit objectives are well defined. The set of learning contents are well
organized in defined topics, contents, specific objectives, teaching and learning activities
(what a student and the instructors supposed to do) and evaluation.

1.2. Importance of modularization

Reflective Activity 2
1. Why do you think modularization is currently given high importance in Ethiopian
Higher Education?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Among the key reasons stated below for implementing modularization in higher
education, which one interests you? Why?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

There are various reasons for higher education sector to implement modularization; the
following are taken as the key reasons:
 greater flexibility in planning and organization of education and training programs
 improve economic efficiency and effectiveness of education and training programs
 greater adaptability to the needs of the labour market
 greater adaptability to individual needs and

8
  real choice of personal advancement through various learning and training
implementation processes that support the acquisition of professional
qualifications for both vertical and horizontal mobility
Moreover, the potential benefits of introducing modularization are manifold and to a very
large extent the way in which it meets all the challenges in bringing about this change
will determine the overall benefit. Very briefly the area in which benefits should ensue
can be listed as follows: Ease of student recruitment, taking account of work-based
learning, common procedures throughout the Institute, uniform student academic
performance, rapid new program development, simple system of introducing new
modules and closure of old ones, mixed mode (less distinction as between full-time and
part-time), flexible delivery and synergy (enable Institute-wide initiatives).

The concept modularization is reflected through Modular Instruction (MI). Modular

Instruction (MI) can be defined as instruction which is either partly or entirely based on
modules. Creager and Murray (1971) point out ‗current uses of modules range from one
or a few modules inserted into a traditional course, through complete courses that consist
of a prescribed sequence of modules, a course which offers student the choice of a certain
number of modules‘. They predict that in the "near future, whole curricula or inter-
disciplinary programs may be designed around modules, which each student's program
tailored to his/her individual needs". It is believed that if a module is carefully designed
and implemented, it can offer the following advantages to students.

- Foster Cooperation: MI reduces competition and threat of failure. Consequently,

cooperation is increased: students share the responsibility for learning with the
teacher.
- Feedback: Modules have their own built-in assessment of progress: they provide
the student with immediate and continuing feedback.
- Flexibility: MI adapts individual learner differences by providing flexibility with
respect to the pacing, format, and content of instruction.
- Mastery: MI avoids the artificial procedure of grading on a normal curve.
Because of the nature of the learning process in MI, real achievement is measured,
potentially all students can master the subject.

9
- Objectives: The modules are designed so that the student easily identify the
objectives and, therefore, proceed directly to achieve them.
- Recycling: MI includes provision for specific remedial work (weak areas are -
quickly identified). The student does not have to re-study large amounts of subject
content. The students‘ benefits in modular instruction mentioned above, it also has
advantages for the instructor too. If the module is carefully designed and
implemented, modular instruction can offer the following advantages to the
instructor.
- Enrichment: the instructor has more time for "enrichment" lectures or special
presentations.
- Freedom from Redundancy: since modules are independent, single-topic units,
they may be used intact in different courses, eliminating redundancy within and
between departments, thereby decreasing staff preparation time. Similarly,
modules could be exchanged among universities.
- Freedom from Routine: MI frees the instructor from both lecture preparation and
many routine administrative tasks (the latter are usually assumed by non-
professional personnel and students).
- Greater satisfaction: since modules are developed empirically (i.e., tested and
revised until they are effective), student learning is greater and therefore
satisfaction for the instructor increased.
- Individual Attention: the instructor has time to focus on deficiencies of
individual students without involving the whole group with each problem.
- Intellectual Challenge: concentrating on the process of learning can be an exciting
and scholarly activity. Questions can provide intellectual challenges to any
instructor such as how do students learn, how can the instructor facilitate learning?
What is a relevant and necessary sequence in instruction?
- Student Contributions: students, perhaps after completing modules on" How to
develop a module," can become assistant curriculum designers and provide the
instructor with additional instructional materials.
- Pre-test and post-test: Ideally, the learner begins MI by taking a pre-test which
will indicate the appropriate level: Too little familiarity with the subject area to be

10
explored can be as detrimental to successful learning as too much/ if the student
does not have all required prerequisites she/he may need prior remedial instruction.
If he/she is already competent in the area of a particular module, he/she can
proceed to a more advanced module or to one with a different content. Up on
completion of a module the student is evaluated again. The post-test might be
identical to the pre-test. If the post-test indicates that the student has not achieved
mastery of the module‘s objectives, she/he might be recycled through the module
or through parts of it or he/she may take a remedial module. If the-learner does
succeed, he/she will proceed to the next (or, to another) module. (The pre-and
post-test also allow for empirical validation of the module itself). The learner‘s
options are charted in the Figure 1.

Figure 1. Flow chart of learner‘s options in modular instruction

11
Reflective Activity 3

1. What are your comments on the above stated importance of module to students‘
learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Which of these importances of a module do you think can be maintained in the
implementation of modular curriculum at AAU? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Comparison of conventional [traditional] approach with modular approach

Modular and non-curriculum/instruction follow different approaches. A summary of the

differences between the two is presented in Table 1.

12
 Table 1. Table 1: Characteristics of Non-modular and Modular Instruction

Characteristic Non-Modular Modular

Course Success Mostly judged subjectively by the Objectives and evaluation assure that the
instructor instructor is able to correct faulty instructional
materials and knows when his course is
successful in terms of student learning
Instructional Mostly lectures and written assignments, Many different instructional activities are used to
Activities media used on basis of instructor's personal optimize learning, media used on basis of efficacy
feelings about them established though trial use by students
Learning Oriented toward teacher performance, with Oriented toward student performance and [credit
Experience emphasis on teaching based] instruction with emphasis on learning
Mastery It is expected that only a few students will Given enough time, all students are expected to
do very well and some will fail achieve mastery to the objectives
Objectives Usually not stated in precise observable Stated in terms of student behaviours and
terms presented before instruction begins
Participation Passive Active
Presentation of Group-Oriented at Pre-determined times Highly individualized, each student can use any or
Materials all of the instructional materials, available at
preferred times
Rate (or pacing) Students must all to at the same rate Each student can proceed at his own rate
Reinforcement Usually only after major examinations Immediate and frequent, after small units of
material studied
Role of Disseminator of information Diagnostician, prescriber, motivator and resource
Instructor person
Test References Norm-referenced tests are used ("grading Criterion-referenced tests are used, success is
on a curve") independent of performance of fellow students
Testing Student typically takes one or to tests Designed to measure mastery of the objectives
(sampling the material "covered") which stated at the beginning of the course, purposes are
determine his grade for the entire course assessment of prerequisite skills, diagnosis of
strengths, weaknesses and mastery

Source: Adopted from Postlethwait and Russel, 1971

13
Reflective Activity 4

1. Which of these comparative advantages of modular curriculum would appeal to the

reality in Addis Ababa University, and which cannot be practical? How and Why?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are the factors for preferring modularization?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What professional elements can the instructor focus while using modular instruction
(MI)?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

14
 Unit Two

Developing Modular Program/Curriculum

Unit Introduction

In this unit you will get the opportunity to understand the concept of curriculum in
relation with modularization and module. You will also be acquainted with the
framework for developing modular curriculum which helps you to cope up with the new
developments taking place in Higher Education in general and AAU in particular AAU.

Unit Learning Outcomes

Upon the successful completion of the unit, the participant will be able to:

 describe the concept of curriculum in relation with modularization

 discuss the frameworks in developing modular curriculum
 internalize the rules connected with modularization specified in the Addis Ababa
Senate Legislation
 explain the importance and determination of graduate profiles, the type and relative
weight of areas, delivery of Curriculum (Modules)
 list the ECTS requirements for the different levels of the programmes
 explain the preference of Credit System in connection with ECTS
 display the skill of estimating Student‘s Workload based on ECTS
 describe the significance of ECTS in the Ethiopian Higher Education identify
teaching and learning strategies and assessment to be considered in modular
curriculum

15
2.1. The concept of curriculum

Reflective activity 5

1. What does curriculum mean to you?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Curriculum development involves three phases: curriculum planning, curriculum

implementation and curriculum evaluation. What do you think the process at each phase
involve?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Education without curriculum is unthinkable since it is a central element or the main

means to achieve the purposes of education. Montero-Sieburth (1992) states that
‗curriculum is not viewed as a separate entity that operates in isolation, but rather as one
feature of an educational process that works in conjunction with the whole series of
factors.‘ The meaning of curriculum is very illusive. To most educators curriculum is
more explained than defined. According to Schubert (1986) curriculum definition can be
categorized as: (a) content or subject matter, (b) a program of planned activities, (c)
intended learning outcomes, (d) cultural reproduction, (e) discrete tasks and concepts, (f)
an agenda for social reconstruction, and (g) "currere" (interpretation of lived
experience)." Some for instance, Ornstein and Hunkins (2009) believe that curriculum is
defined in terms of curriculum approaches (behavioural-rational approach, systems-
managerial approach, intellectual-academic approach, humanistic-aesthetic approach, and
reconceptual approach).

16
Curriculum development is usually taken as entailing three phases: planning,
implementation and evaluation. To Tyler (1975: 17) curriculum development is referred
as ‗the development phase of ‗the plans for an educational program, including the
identification and selection of educational objectives, the selection of learning
experiences, the organization of learning experiences, and the evaluation of the
educational program‘.

2.1.1. Curriculum planning

It can be seen as the systematic attempt by educationalists and teachers to specify and
study planned intervention into the educational enterprise (Nunan, 1988: 10). Curriculum
planning is usually based on objectives, curriculum (educational) experiences which
consist of content and methods, organization and evaluation. These components/parts are
known as Design, is connected with the nature and arrangement of four basic parts:
objectives, content, Learning experience and evaluation (p. 182). (Ornstein and Hunkins,
2009). The planning is reflected in syllabuses or in subject guidelines, teacher‘s guide,
student‘s text, modules and supplementary materials.

2.1.2. Curriculum implementation

Curriculum implementation means putting the curriculum that was produced by the
construction/development processes into effect. In other words ‗it is the translation of a
written or planned curriculum into classroom practices‘ (Marsh and Willis, 1999).
According to Zais (1976), implementation activities are usually connected with the
provision of an appraisal of the effectiveness of the curriculum. Thus, by definition it
provides evaluative feedback to the construction/development processes, in which the
data are utilized for curriculum revision and improvement.

17
Reflective activity 6

1. What are the factors that contribute to the successful implementation of

curriculum?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2.1.3. Curriculum Evaluation

It is the process of collecting data on a programme to determine its value or worth with the
aim of deciding whether to adopt, reject, or revise the programme. Programmes are
evaluated to answer questions and concerns of various parties. The public want to know
whether the curriculum implemented has achieved its aims and objectives; teachers want to
know whether what they are doing in the classroom is effective; and the developer or
planner wants to know how to improve the curriculum product. Its definition is given by
different authorities, where some of them are as follows:
 McNeil (2009: 227) states that ―curriculum evaluation is an attempt to throw light
on two questions: Do planned learning opportunities, programmes, courses and
activities as developed and organised actually produce desired results? How can the
curriculum offerings best be improved?‖
 Oliva (1988) also defined curriculum evaluation as the process of delineating,
obtaining, and providing useful information for judging decision alternatives. The
primary decision alternatives to consider based upon the evaluation results are: to
maintain the curriculum as is; to modify the curriculum; or to eliminate the
curriculum. Evaluation is a disciplined inquiry to determine the worth of things.
‗Things‘ may include programmes, procedures or objects. Generally, research and
evaluation are different even though similar data collection tools may be used. The
three dimensions on which they may differ are: First, evaluation need not have as its
objective the generation of knowledge. Evaluation is applied while research tends to
be basic. Second, evaluation presumably, produces information that is used to make
decisions or forms the basis of policy. Evaluation yields information that has

18
 immediate use while research need not. Third, evaluation is a judgement of worth.
Evaluation result in value judgements while research need not and some would say
should not

Reflective activity 7

1. Why evaluation in curriculum package is useful?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What are you observation regarding curriculum evaluation in your respective areas?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2.2. The Preference of Modular Approach

Determining an appropriate curriculum approach is usually taken as one of the useful
mechanisms for translating the general objective of education. The approach chosen
influences various educational activities such as instructional strategies, roles of teachers
and learners, curriculum materials, and evaluation strategies etc. Each approach emanates
from a different assumption, having its own merits and demerits. Selecting the necessary
approach is highly a professional task that demands competency in understanding the
various approaches and the values embedded in them. Depending on the political
preference, economic development, technological advancement, educational development
etc., each country determines its own curriculum approach that fits the system. The
preference of modular approach in the Ethiopian Higher Institutions could be seen
accordingly.

As it is indicated above the curriculum modality preferred for the new arrangement is
Modularization. According to Zmetana (2003: 175) ‗modularization of curriculum is a
way of organizing learning material in self-contained units that fit learner needs rather

19
than the rigid boundaries of traditional courses, degrees and academic calendars‘. To the
same author each module is a self-contained learning unit based on the achievement of a
specified set of competencies of learning outcomes, and may be self-paced or teacher led.
Modularization is an approach emphasising on the premise that students are better able to
learn if they do so at their own rates and study those areas that focus directly on mastery
of a particular objective or set of objectives (Finch and Crunkilton, 1989).

The basic idea of modular curriculum is to offer individual units that cover the major
content areas of the course. According to Zmetana (2003: 176), some of the key features
include:
 They create greater access and flexibility to learning to a variety of assessment
tools, and to attainment of certification.
 They have clearly defined competencies/outcomes and assessment methods and
expectations. In other words, they tend to be designed to achieve highly specific
objectives in a short time of several days.
 They are self-contained, often having open entry and exit options and/or no pre-or
co-requisites. However, requires and enforces more individual responsibility for
learning and self-monitoring.
 They can be learned in a variety of places
 They can be designed ‗just in time‘ to meet changing needs in workplace

Reflective Activity 8

1. The Addis Ababa University in its 2013 Senate Legislation underlines the
significance of modular approach in Chapter Ten, Article 66 (pp. 81-82).
Example: 66.1. The University education system must meet the needs of national
development and provide well planned teaching and learning programs and contribute to
the advancement of all forms of knowledge. The University encourages new learning and
teaching strategies and modifies traditional models of discipline-based and sequential
courses. The learning programs shall be outcomes-based education and training. The
model of modularization shall fit into the objectives and requirements of ‗Qualification
Framework‘.

20
Discuss how you apply them in your teaching? (This question will be attempted after
reading the 2013 Senate Legislation. The Legislation is available in the University‘s
Website)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2.3. Developing a modular curriculum framework

In order to develop a framework for modular curriculum, it seems necessary to

consider the components and to follow the appropriate steps. Hence, let us look the
components and the steps in the preceding pages.

i) Determination of graduate profiles

Reflective activity 9

1. What does ‗graduate profiles‘ refer to?

___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

2. Have you ever been involved in the determination of graduate profiles?

If so, what challenges have you encountered?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

21
3. Discuss competence-based curriculum vis-à-vis knowledge based curriculum.

___________________________________________________________________
___________________________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. What do these terms refer to and how they are connected with modular curriculum?

professional/vocational skills, job-specific skills, transferable skills

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Curriculum construction starts with identification of graduate profiles, which are

presumed to be already present in each program of the Addis Ababa University. The
preference is now competency-based type of curriculum--which stresses identification of
professional/vocational skills, job-specific skills and transferable skills a graduate may
have after completing the curriculum. In other words it is considered as an effective
ability to successfully carry out some activity which is totally identified. Competence is
not a probability of success in the execution of one's job; it is a real and demonstrated
capability. In other words competency is the ability to perform activities within the
standards expected of a person.

The main difference between the proposed modular curriculum and the traditional
subject-based curriculum is that the new system organizes modules on the basis of the
structure of work and tasks whereas the old system organizes subjects on the basis of the
traditional structure of knowledge using the criteria: level of difficulty, degree of
sophistication, degree of abstraction, disciplinarity or even chronology. Competency
based Curriculum (CBC) is also known as modular curriculum ensures that the person
would possess both knowledge and skill of defined standard corresponding to relevant

22
workplace requirement and reflect the realities of the workplace. The system encourages
learning in a work environment as well as course work. It focuses on what is expected of
the person in applying what they have learnt, and embodies the ability to transfer and
apply skills and knowledge to new situations and environments. Such a system also lays
emphasis on hands-on experience. The proposed modular form of construction demands
that modules be task-based or work-based.

The Legislation of AAU indicates that balanced, progressive and coherent learning
experience satisfying competency requirements shall be designed and offered
(AAU, 2013). Traditionally, ccurriculum is constructed and delivered by
departments or program units or schools in the Addis Ababa University. These
curriculums are grounded in a distinct goal/s of the Department or program unit or
schools. In a modular curriculum, these goals are to be achieved by constructing a
program that consists of competencies. The programs of Departments/Program
Units/Schools have their respective curriculums, which are obviously goal-based.
For instance, ‗preparing competent higher education instructors in Physics‘ is an
expression of a goal. Curriculum then is one of the instruments for achieving these
goals. One therefore needs to ensure that the constructed curriculum address these
goals. Goals need to be further specified in the form/list of competencies and
abilities, which are called graduate profiles.

Graduate profiles are list of abilities, competencies and virtues of the graduate from
a certain program. In formulating a graduate profile, attention should be paid to the
following competencies:
 List down all competencies, abilities and virtues that the graduate of the program is
capable of performing after having gone through the training program
 These abilities and competencies must be amenable to observability, assessment and
if possible measurability
 There should be coherence between the goals of the Department/Program Unit/School
and all profiles

23
ii) Delineating the type and relative weight of areas

The type and relative weight of areas to define the curriculum of all programs
should be identified. The list of areas and their respective weights are also
delineated. In modular curricular arrangement, Departments/Program Units/Schools
are expected to restructure their programs. This task requires identification of the
general competencies (Professional/vocational skills), specific competencies (job-
specific skills) and transferable skills (such as inquiry skills, critical thinking skills,
reflective thinking, etc.) and redefining them in order to create a coherent unit of
study enabling the learner to perform a certain task or work. For instance, a
graduate in educational research methods can have the following General Subject
Area and Specialization (they could be considered as General competency):
- to design an appropriate research method,
- to undertake the research independently and write a good report.
The specific competency in this area could be: to undertake a good survey research

There could be many ways to organize the professions or disciples. Note however
also that there is no hard and fast rule for dividing the skills into specific and
general. There is a lot of room for blending. Modules can be constructed in the
form of single modules, double modules, or even in fractions depending on the
learning outcomes one wants to achieve. For instance, a 10 percent module, such as,
Research Methods can be organized as a single module. This 10 percent-size
module can be fractionalized into four small modules as follows; Experimental
Research; Survey Research; Content Analysis and Case Study. Each weighs a
quarter of the 10 percent-size modules. In construction of modules, you can have
big or small depending again on the type of competencies each module addresses.
There is again no rule that determines the optimal size of a module. It all depends
on you see things fit. Each Module should have an elaborated syllabus and a
modular teaching material.

24
Reflective activity 10

1. How did you delineate the type and relative weight of areas for your
program?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

iii) Determining delivery of curriculum (modules)

Delivery of a modular curriculum could be either in block teaching or in a non-

block teaching. Block teaching is introduced to shorten the life span of a given
module, mainly to compel the learner to focus his/her attention on the specific
module or subject While working on a specific module, the learner is free from
other interferences, such as, other subjects or module work. It implies
intensification of the work by engaging the learner in full workload, either in the
form of self-study (such as, reading, research, lab work, practicum, etc.), interactive
study, or collaborative study. This has been practiced in Graduate programs of the
University. The three types of learning styles that could contribute to the effort for
engaging the learner are described below:

a) Interactive study: The team or instructor meets students in the classroom/online or

through Video Technology (VT) to accomplish the following:
 Introduce the module, its objectives, anticipated outcomes, approaches to the
course, student and instructor responsibilities, available resources, etc.
 Introduce the major topics, identify major issues, highlight major findings,
arguments or theories and discusses the current state of knowledge on the
subject matter.
 Encourage and provoke student involvement and inquisitiveness through both
structured and unstructured discussions

25
  Provide students with topics and guidelines for self-learning along with
assignments and activities (such as book reviews, fieldwork, case studies,
project work) and any other appropriate tasks that can help students to meet
their learning goals.
b) Independent-learning (self-learning):
 Students learn independently based on the materials, guidelines and
assignments that they had been given.
 Students complete their assignments and tasks, submit their works to the
Module Team or instructor by hand or online and/or make presentations of
their works in the classroom.
 The team or instructor assesses the submissions of each student, identifies
where students have difficulties, and provides feedback.
 The team or instructor provides topics and problems and organizes students
into collaborative groups for the following set of activities.
c) Collaborative learning
 Students meet the Instructor in small groups to undertake group discussions
based on the topics of the course and assignments, dialogues/debates, paper
presentations, or book reviews following a purposeful guideline provided.
 The team or instructor poses relevant questions and problems for discussion that
help students understand what they have learnt
 The team or instructor facilitates and moderates the discussion in ways that
would clarify difficult concepts and lead towards the learning goals.
 At the end of delivery of all courses in a module (or modules in a course as the
case may be), students meet their advisors and discuss the relevance and
contribution of the courses/modules to their learning goals.
The duration for completing one module (10 percent of the whole) is one month
with a learner workload of 175-210 hours. However, if the learner simultaneously
takes two modules, the period may extend to two months for covering both
modules. Here, one notes that the degree of intensification seems to be
compromised. Yet, it could be tolerable up to this stage.

26
Reflective activity 11

1. Discuss the practice of interactive study, independent-learning (self-learning) and

collaborative learning styles and their contributions in the delivery of modular curriculum
at AAU.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are the challenges in determining delivery of modular curriculum?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Delivery of a modular curriculum could be either in block teaching or in a non- block

teaching. Discuss your experiences in connection with these issues.

___________________________________________________________________
___________________________________________________________________

___________________________________________________________________

iv) Determining a credit system

Credit system is a systematic way of describing an educational program by attaching

credit value to its components. Credit value may have different parameters in different
higher education systems such as: instructor student contact hours, student workload and
learning outcomes, etc. The one that is having wider application in most countries and the
one recently adopted in the modularization process of Ethiopian Higher Education
System is the credit system that considers ‘student workload‘. ―Student Workload
indicates the time students typically need to complete all learning activities (such as
lectures, seminars, projects, practical work, self-study and examinations) required to
achieve the expected learning outcomes.‖ (EU 2009). Accordingly a credit system known
as ECTS (European Credit Transfer System) is preferred.

ECTS is a standard for comparing the study attainment and performance of students of
higher education across countries. It is based on the workload students need to perform in

27
order to achieve expected learning outcomes. Learning outcomes describe what a learner
is expected to know, understand and be able to do after successful completion of a
process of learning. Workload indicates the time students typically need to complete all
learning activities (such as lectures, seminars, projects, practical work, self-study and
examinations) required to achieve the expected learning outcomes.

ECTS is the credit system for higher education. It is a learner-centred system for credit
accumulation and transfer based on the transparency of learning outcomes and learning
processes. It is a student-centred system based on the student work load required to
achieve the objectives of a program objectives preferably specified in terms of the
learning outcomes and competencies to be acquired.

ECTS is well developed and used in European countries as a result of what they call the
Bologna Process. Ministries of Education in different European countries interested in
harmonizing and standardizing the higher education system convened together and
decided on many agreements. With the simplest definition, Bologna Process aims
to create the European higher education area by harmonizing academic degree standards
and quality assurance standards throughout Europe for each faculty and its development
by the end of 2010. In the Bologna Declaration, the ministers affirmed their intention to:
 adopt a system of easily readable and comparable degrees
 adopt a system with two main cycles (undergraduate/graduate)
 establish a system of credits (such as ECTS)
 promote mobility by overcoming obstacles
 promote European co-operation in quality assurance
 promote European dimensions in higher education
The objectives are the introduction of undergraduate and postgraduate levels in all
countries, with first degrees no shorter than 3 years; a European Credit Transfer System;
the elimination of remaining obstacles to the mobility of students and teachers. The name
comes because the process was proposed at the University of Bologna with the signing,
in 1999, of the Bologna declaration by ministers of education from 29 European countries
in the Italian city of Bologna. This was the result of various meeting (governmental

28
meetings) held in Prague (2001), Berlin (2003) and Bergen (2005) and London in
autumn 2007.

At Higher Education level 60 ECTS credits are attached to the workload of a fulltime
year of formal learning (academic year) and the associated learning outcomes. In most
cases, student workload ranges from 1,500 to 1,800 hours for an academic year, whereby
one credit corresponds to 25 to 30 hours of work. In the Ethiopian context it is proposed
that average students are expected to work 50 hours per week (between 8 and 12 hrs a
day in the five working days. Considering the 32 weeks of the Academic Year the total
student working hours would be 32X50=1600 hrs. per year.

Credits are allocated to entire qualifications or study programmes as well as to their

educational components (such as modules, course units, dissertation work, work
placements and laboratory work). The number of credits ascribed to each component is
based on its weight in terms of the workload students need in order to achieve the
learning outcomes in a formal context. Credits are awarded to individual students (full-
time or part-time) after completion of the learning activities required by a formal
programme of study or by a single educational component and the successful assessment
of the achieved learning outcomes.

Credits may be accumulated with a view to obtaining qualifications, as decided by the

degree-awarding institution. If students have achieved learning outcomes in other
learning contexts or timeframes (formal, non-formal or informal), the associated credits
may be awarded after successful assessment, validation or recognition of these learning
outcomes. Credits awarded in one programme may be transferred into another
programme, offered by the same or another institution. This transfer can only take place
if the degree-awarding institution recognizes the credits and the associated learning
outcomes. Partner institutions should agree in advance on the recognition of periods of
study abroad. Credit transfer and accumulation are facilitated by the use of the ECTS key
documents (Course Catalogue, Student Application Form, Learning Agreement and
Transcript of Records) as well as the Diploma Supplement.

29
Reflective activity 12

1. List the differences between Contact hour Credit system and Student workload credit
system.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What benefits and limitations do you observe in the application of ECTS?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

N.B. For further information on ECTS, read the Guide prepared by European Union
(2009) (Accessible by entering ‗ECTS Users‘ Guide - European Commission‘ and the
mimeographed material prepared by a consortium of six Universities in Ethiopia about
ECTS organized by HESC and compare it with your reflection.

v) Estimating student’s workload/study hours

Reflective activity 13

1. How do you estimate students‘ workload/study hours?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The consortium paper (HESC 2012, p.35) indicates the meaning of workload, principles
to be applied in calculating the works load etc. According to the same source, the
workload of a module/unit is based on the total amount of learning activities a student is
expected to complete in order to achieve the foreseen learning outcomes. The workload is
measured in time (in work hours); for example, a module of 5 credits allows to 27x5=135
hours of work of a typical student. In practice different approaches are used to calculate
the student workload. Although there are differences due to the content, common
denominators can be identified also.

30
The calculation of workload in terms of credits is not an automatic process. The professor
and experts in the area have to decide on the level of complexity of the material to be
studied per course unit. Prior experience of the staff plays an essential role. One of the
contributions of the process of credit allocation is that it leads to more reflection on the
curriculum design and teaching methods on the part of the teaching staff.

When deciding on the student‘s workload it is suggested to consider the following points:
 Depending on the program, the fixed amount of time that the student is taking.
 The overall responsibility of the design of a program of studies and the
number of credits allocated to courses lies on the responsible legal bodies e.g.
module team (course team), and program coordinator/ manager, Department
Head or Department/program Council, etc. them depends on this.
 The final responsibility for deciding on the teaching, learning and assessment
activities for a particular amount of student time is delegated by module team
and program coordinators or course chairs.
 It is crucial that the teacher be aware of the specific learning outcomes to be
achieved and the competencies to be obtained.
 The teacher should reflect on which educational activities are more relevant to
reach the learning outcomes of the module /unit. Educational activities can be
defined by considering the following aspects:
i) Modes of instruction( types of teaching and learning activities): lecture,
seminar, research seminar, exercise course, practical, lab work, guided
personal study, tutorial, independent study, internship, placement or
‗stage‘, fieldwork, project work, etc.
ii) Types of learning activities: attending lectures, performing specific
assignments, practicing technical or laboratory skills, writing papers,
independent and private study, reading books and papers, learning how
to give constructive criticism of the work of others, chairing meetings,
etc.
iii) Types of assessment: oral examinations, written examinations, oral
presentation, test, paper/essay, portfolio, report about internship, report
on field work, continuous assessment, (final) thesis/dissertation, etc.

31
  Teachers estimate the time required to complete the activities foreseen for each
course unit/module. The workload expressed in time should match the number of
credits available for the course unit. Teachers must develop suitable strategies to
use the time available to best advantage.

 The teacher should have a notion of the average student work time required for
each of the activities selected for the module/ course unit.

 The student has a critical role in the monitoring process to determine whether the
estimated student workload is realistic, although monitoring is also a
responsibility of the teaching staff.

Estimating student workloads requires:

 teamwork and team spirit
 institutional credit frameworks and regulations on the
use of credits
 non-direct link between contact hours and credits
 types and number of educational activities
 types of assessment
 continuous tasks (not a onetime task) constant
monitoring

 Improving through student evaluation (feedback) and analysis of the activities and
assessment.
 Any change in the content activities and assessment affects student workload
(credit Point)
What more would you like to suggest to be added for estimating student workload?

To be specifics, the number of ECTS for a module is usually converted into student
study hours including all activities such as lectures attended, teaching learning activities,

32
assessment and the likes. For instance a 10 ECTS module would require 10x27=270
study hours. This can be allotted to the different student activities (See Table ):

Table 2: Possible allotment study hours to the different student activities

No. Items (Major Activities) Hours %

required

1 For attending lectures 60 22.2

2 For Project work 60 22.2

3 For Presentation 30 11.1

4 For Tutorial and problem solving 40 14.8

session

5 For Assessment both Continuous and 10 3.7

final

6 For Group work 30 11.1

7 For Independent study 40 14.8

Total 270 100

All the above activities need to be accomplished to get credit for the module.

Credits are allotted to all educational components of a study program (such as modules,
courses, placements, dissertation work, etc.).

33
Reflective activity 14

1. What were your experiences of allotting time to different student activities while
estimating students work load? Do you think you need to make certain changes/
Why?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

vi) Determining credit requirements

Taking 60 ECTS as average student workload, Bachelor‘s Degree program requirement

was suggested in ECTS (HESC, 2012). Similarly, the credit requirements (in ECTS and
Credit hrs.) for a graduation is specified in the Legislation of AAU (See article 1, p. 79)
as follows: The minimum and the maximum total credit required for undergraduate
degree programs are:

 The minimum total credits for three years bachelor program shall be 180 ECTS/109
credit hours while the maximum is 192 ECTS/114 credit hours.
 The minimum total credits for four years bachelor program shall be 240 ECTS/145
credit hours, while the maximum is 260 ECTS/152 credit hours.
 The minimum total credits for five years bachelor program shall be 300 ECTS/182
credit hours while the maximum is 330 ECTS/190credit hours.
 The minimum total credits for six years bachelor program shall be 360ECTS/218
credit hours while the maximum is 400 ECTS/228 credit hours.
 In this article it also indicated that ‗Any college or institute or department/center
wishing to deviate from the above stated maximum and minimum total credits shall
obtain the approval of the ASCRC‘.

A direct conversion from previous credit system to ECTS by considering former 109 Cr.
Hrs. as equivalent to 180ECTS is not advised because it would be attempting to equate
contact hour credit points to student workload credit points. It is suggested to consider the
student workload in the courses taken.

34
Reflective activity 15

1. What is your reflection about the conversion of Credit hour point to ECTS Credit
points?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

2. Consider a module that you are teaching currently, if not imagine one that you will
teach in the future. Allot ECTS considering student workload, the learning outcomes
and competencies to be achieved at the end. Then list all students‘ activities that will
add up as the student work load. Again allot hours to each student activity and justify
it with reason. Write your own assessment of the time allotted. Then request other
participants to assess your time allotment.

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________

3. Are there differences between your assessment and your partners? Why do you think
so?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

vii) Determining Assessment of Learner Performance

Reflective activity 16

1. Discuss your experiences of evaluation/assessment while implementing modular

curriculum.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

35
viii) Determining Assessment of Learner Performance

Reflective activity 17

1. Discuss your experiences of evaluation/assessment while implementing modular

curriculum.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Evaluation/Assessment is part of any curriculum design. Accordingly, modular

curriculum focuses on a particular type of assessment. The Legislation emphasizes the
assessment of modular curriculum as follows.
 Performance of learners in a module should be evaluated in relation to achievement
of the modular-objectives (criterion-referenced) rather than on competitive basis
(norm-referenced) and normal distributions.
 The old system of using the normal curve for determining grades should be
replaced by initial planning of correspondence between number-grades and letter-
grades while determining the latter.
 Failing grades for a module can be determined by a learner performance below 60
percent of the total. The grading scale is suggested, however, each instructor with
the consultation of his/her department can modify the suggested grading scale.
 Assessment of student work should be continuous, valid, and reliable.
 There should be a meaningful and effective system of evaluating, revising, up-
grading or phasing out academic programs.

Reflective activity 18

1. Identify the profile of one of your respective programs and provide your comments.
Program: ____________________________ _______________________________

Profiles:
i. ____________________________________________________________________
__________________________________________________________________
ii. ___________________________________________________________________

36
 ___________________________________________________________________

iii. ____________________________________________________________________
__________________________________________________________________
iv. ____________________________________________________________________
__________________________________________________________________
v. ____________________________________________________________________
__________________________________________________________________

2. Identify the type, size and number of modules for Undergraduate/Graduate program at
least for a single program.

No Type of module Size No of No of Number of Number of hours;

modules ECT hours; 1ECTS=30 hrs.
S 1ECTS= 27
hrs.
1
2
3
4
5
6
7
6 Total
3. Discuss the strong points and limitation of the program you considered in terms of the
profiles, type, size and number of modules

No. Strong points Limitations

37
 Unit Three
Developing Modular Syllabus and Module (Learning
Materials)

Unit Introduction

In this unit you will identify features of a module. The unit discusses on the rationale of
modularization and features of modules in details.

The focus of the chapter is on developing coherence in the curriculum through the use of
learning outcomes, teaching methods, materials, activities, and assessments. The main
question to be asked is what do students need to learn and how best can be facilitated for
them to learn. Hence, this unit introduces the basic pillars to be taken into account during
the modular program development while developing the syllabus.

Unit Learning Outcomes

Upon the successful completion of the unit you will be able to:
 explain the significance/importance of syllabus and module for implementing the
program
 describe the modular syllabus and module components
 discuss the similarities and differences between a modular syllabus and a module
 list the series steps taken into account during module syllabus and module
development
 discuss the attempts made and challenges encountered in developing modular
syllabus and module

38
3.1. Modular syllabus

3.1.1. Definition and purpose of a syllabus

Reflective activity 19

Do you think a university instructor is expected to develop a syllabus? Why? How is a

syllabus differ from a course outline?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________

The term Syllabus is derived from the Greek word meaning "label for a book." The
definition states that a syllabus is "a summary outline of a discourse, treatise, or course of
study or of examination requirements." However, the typical university course syllabus
is more than an outline.

The terms curriculum, course and syllabus have been assigned meanings by heir users
that often overlap (Richards, 1996). White (1988) considers a syllabus narrowly as the
specification and ordering of content of a course or courses. According to Richards (1996:
3), in a broadest sense, the process of course development is similar to that of curriculum
development. By and large, syllabus is a detailed blue print which consists of the main or
parts of curriculum. It is the bases for developing the teaching and learning materials
(modules) as well as the instruction. The syllabus reflects the module‘s ingredients,
procedures, policies, standards and operations.

Syllabus serves multiple purposes. It might include many details, the overall purposes of
the syllabus are to:
 Introduce the instructor and the subject to the class and provide contact
information.

39
  Delineate the goals and the objectives for the course.
 Describe the scope of the course (what topics will be addressed).
 Lay out the sequence in which content will be addressed.
 State precisely how and when mastery of course content will be assessed (such as
papers, exercises, field assignments, group work, homework and exams).
 Provide behavioural guidelines for the course and contingencies.
This last point is important because it lays out the ethical agreements for the course and
creates the course culture. The instructor is bound to these agreements as well as the
student.
The syllabus is one of the few formal, tangible links between the instructor and the
students and because it will be referred to throughout the semester, time and energy
should be spent on constructing the syllabus (Sinor and Kaplan). Research indicates that
outstanding instruction and a detailed syllabus are directly related (Grunert,
1997). Students will appreciate and respond positively to a syllabus that bears the marks
of being well planned.

It is believed that an explicit and accessible syllabus serves as a central document and
record of your course. Students rely on the syllabus as a guide throughout the course and
as a type of contractual agreement established from the beginning of the course offering.
Furthermore, the University of Oregon (2014), indicates its contribution that is indicated
below. To the same author it can assist in the development of a syllabus reflective of
Universal Design principles.
I) In what ways does a well-crafted syllabus assist student learning within your field
of discipline?

 It demonstrates how the course content not only represents specialized body
information on its own but also how it fits into the larger context of your
discipline/field.
 It defines the essential elements and focus of the course.
 It explains the methods, procedures and processes used by scholars in your
field.
 It describes the organization of your presentation of the course content.

40
  It defines learner outcomes in objective terms.
 It explains assessment procedures and their contribution to the learning
process.
II) How does a syllabus promote my teaching goals? A learner-centered syllabus
will help students meet the course goals when it:

 Organizes the structure and content of the course.

 Establishes a framework for thinking about the subject from the instructor's own
point of view.
 Clearly explains the goals of the course in terms of information and learning
processes.
 Establishes clear rules and boundaries for performance.
 Suggests resources to promote successful learning experiences.

Reflective activity 20

1. Make your comments on the above syllabus development principles developed by the
University of Oregon?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3.1.2. Key elements in developing or improving a course/syllabus

Kathy Zellers suggests that as you begin developing or improving a course—and before
committing to any assignments and activities—think about the course in the context of
overall curriculum and the program goals. Furthermore, it is necessary to ask yourself
what you want to accomplish in the course as well as what learning goals and outcomes
you would like your students to meet; then brainstorm your vision, goals and outcomes.

i) Determining outcomes

 Course Goals are the goals of instruction; they identify the knowledge, skills, and
attitudes a student should have upon completing this course.

41
  Course Goals are specific to each course in the program and support both the
Program and Institutional goals.
 Learning Outcomes include new knowledge, skill, and attitudes that result from
accomplishing the Course Goals.
 Knowledge-based outcomes refer to the acquisition of new knowledge, i.e.
students are able to recall, describe and identify new knowledge; students are able
to critically reflect, analyze or judge information and build upon prior learning.
 Skills-based outcomes refer to the application of knowledge in similar or new
content areas, i.e. students are able to apply concepts and operate, assemble,
install, build, or conduct some type of process or manipulate objects or materials.
 Attitude-based outcomes refer to a development of or a change in intrapersonal
areas, i.e. students gain self-awareness and an awareness of others; they question,
justify, advocate, defend, challenge, endorse, dispute, and/or persuade about a
condition, event or action.

Reflective activity 21

1. Identify five to seven goals and/or measurable outcomes.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Identify at least one knowledge-based, one skills-based, and one attitude-based

outcome.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

42
3. Create outcomes that are measurable and that map directly to each course goal.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. Write outcomes using the best verb for each learning category:

Knowledge-Based Verbs
__________________________________________________________________
__________________________________________________________________

Skills-Based Verbs
__________________________________________________________________
__________________________________________________________________

Attitude-Based Verbs
__________________________________________________________________
__________________________________________________________________

ii) Creating Course Topics, Assignments & Activities

Kathy Zellers (2014) discussed on the creation of course topics, assignments and
activities. It is emphasized that once you have established the vision, goals, and learning
outcomes for your course, you will be able to break the course into topics that map to the
learning outcomes. If students study these topic areas, they will be able to accomplish the
outcomes you have identified. Then, in each topic area, you will design and structure
assignments and activities that will guide your students through the topics.

The first step here is to list all of the topics you will cover in the course, and divide them
into units. Make sure you set aside enough time to cover each topic. You may decide to
include this list in your course syllabus. Zellers produced a list of questions used as a
checklist while selecting course topics, course activities and assignments as follows:

43
  Course topics

 What is the breakdown (subtopics) of the course topics you've identified that must
be covered in order to accomplish the course's learning goals?
 What are the activities that would best help students master each topic?
 What reading, writing, and research assignments would best support students'
mastery of each topic?
 What are all the possible resources that could be provided to enhance students'
exploration of each topic?
 Of all the possible resources, which are the best to accomplish the learning goals
in the available timeframe?
 In addition to the resources you select, what additional information do you need to
give students to get them engaged in the topics and to inspire their thinking and
interest in the topic?
 What questions do you want to ask students to engage their thinking about the
topic and what questions do you want them to ask themselves?

Course activities and assignments

Some of your activities and assignments will prepare students to demonstrate their
knowledge (building block assignments) and some will be "key assignments". The Key
Assignments are those that demonstrate student mastery of the course's learning
outcomes. As you identify key assignments, you will also need to develop assessment
tools or rubrics for those assignments that can accurately evaluate student learning.

According to the same source, activities and assignments may include, but are not limited
to: Written reports, Oral presentations, Multi-media presentations, Critical analysis,
Scenarios and/or simulations, Case studies, Field Trips, Portfolio work, Interviews and
other research assignments, Product development, Role plays, Self-assessment
inventories, Exams

44
Activities and Assignments can be interactive, project-based, team-based, and/or exam
based. Some activities and assignments will have a research component. If the
assignment requires research, make sure that the amount of research required is
appropriate to the course level and subject, and that students can take advantage of library
resources, databases, and/or Web sites.

Finally, create assignments that discourage plagiarism. For example, have students write
a reflection at the end of the assignment discussing their work process and what they
learned from the work and the topic. Have them identify why they choose their topic.

Reflective activity 22

1. Discuss your experiences with your colleagues regarding determining course activities
and assignments.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.1.3. Features of a syllabus

Actual syllabi will vary from field to field and course to course (Sinor and Kaplan, 2014).
Keeping in mind your responsibilities and goals for the course or section, you will need
to tailor your syllabus to meet the needs of your class. According to the same source,
most syllabi include the following features (components): Basic Information, Course or
Section Description, Texts/Materials, Course Schedule/Weekly Calendar/Assignments,
Course or Section Policies, Attendance, Class participation, Late/Missing Assignments
and Exams, Academic Dishonesty, Grading Criteria, Other Information That Can Be
Included

45
Reflective activity 23

1. Analyze features or components of a syllabus based on your field of study.

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

2. Discuss your findings with your colleagues.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What do the contents of a module imply?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. What are the cornerstones to set module learning outcomes?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3.2. Developing a module (Teaching and learning material)

3.2.1. Importance of modular materials

The module is one type of resource and a vital one in many contexts. In developing
countries, module (textbooks) could be taken as a de facto syllabus and, apart from the
teacher, the most important support for the acquisition of knowledge and skills. Since a
modularization is mainly based on self learning, self pacing, outcome based the
significance of adequately designed teaching and learning material (module) is
indisputable. In other words it is doubtful to effectively implement a particular
curriculum without teaching and learning materials.

46
Modular teaching material has many advantages:

a) It is well structured to avoid redundancy in curriculum content. This structure

facilitates flexible arrangement in time-tabling, grouping and staffing deployment.

b) Each module clearly states its specific objectives in terms of concepts, skills and
attitudes to be achieved, facilitating more successful experience in learning for the
pupils.

c) Modularized curriculum provides flexibility and choice. This can enhance

curriculum tailoring and cater for individual differences among pupils. Moreover,
its structure expedites the insertion or deletion of teaching content when necessary.
This is helpful in taking care of pupils who are admitted at different times of the
school year. In spite of all these advantages, attention must be paid to cohere the
modules so that the curriculum is comprehensive without being fragmented or the
important contents being missed out.

d) It helps to develop life-long learning abilities and habits as well as fundamental

concepts and principles, which is required by every learner in a fast-changing
world.

e) It arouses interest in learning by using authentic scenarios and through activities

perceived as meaningful by the student. It includes a large number of lifelong
learning abilities which can be conveniently assessed. These abilities include
information processing, higher-order thinking, communication, and collaboration,
etc.

Reflective activity 24

1. Do you agree with the above list of advantages? Why? What more advantages can you
add?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

47
2. What limitations do you observe and what do you suggest for improving limitations?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3.2.2. Components of module preparation

After stating general purposes and objectives with list of major contents grouped in units
and sections, each learning unit incorporates specific learning outcomes next to the topic,
followed by probing questions for student reflection. The exercise serves as advance
organizer, motivator or means of arousing student interest. It helps to create connection
between previous knowledge with the new content to be learned.

Guiding explanations and illustrations that lead to better achievement learning outcomes
are stated in brief in a way that gives the student a chance to explore more from different
sources like discussions, modules, reference materials and the Internet. Formative
assessment means for self, peer and teacher use are embedded in the content organization.
Self-check questions, activities, discussion questions, check lists, end of unit tests/quizzes
are examples of assessment means embedded. The continuous assessment results are
recorded in portfolios and serve as evidence of student achievement out of the workload
credit hours used for the purpose. The content organization does not let the student into a
straitjacket. A list of reference materials and outlets to see new developments, like Web
sites, Internet etc. are suggested at the end of each unit.

The format of organizing the teaching material may vary, but the above essential
elements will be found in all.

The development of a module starts from understanding the format (s). By and large a
module can contain: introduction, objectives, pre-assessment (pre-test), learning
experiences and resource materials. The brief description of each part is given in Table 2.

Basically, developing a quality module is like preparing for any good instruction. The
module must be both accurate and precise. To better aid the development process, a

48
Module development checklist is provided where it focuses on key areas that might affect
quality of the finished product.

Reflective activity 25

1. Discuss your experiences of module development in terms of pre-learning, while-

learning, and post-learning modules development phases or any other phases which
you consider very important.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

3.2.3. Key factors in designing a module

It seems necessary to look at the key factors in designing modules: Institutional and
course context: curriculum philosophy or value constraints, knowledge of the potential
students and level descriptors/subject bench marks. Discuss the factors listed in Figure.

49
 The module design process in outline

Source: University of Brighton (2014). Centre for Learning and Teaching 2014-15. p. 3

Figure 2: Some key factors in the design of modules

Reflective activity 26

1. Discuss the similarities and the differences of the factors in Fig 2.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

50
2. Do you think there are missing factors in the Figure 2? If so, what are they?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3.2.4. Framework towards designing modules for learning

There are varieties of modular design of courses in higher education and many of the
issues are relevant in the context of designing modules. In the process of devising a
module, the key is to forge educational and logical links between learner needs, aims,
learning outcome, resources, learning and teaching strategies, assessment criteria and
evaluation. In Figure 3 a framework for module design and development is outlined.
This provides an overview of the process, highlighting the important variables in module
design and illustrating the relationships among them; however it is important to stress
that it is not a linear process.

51
 Learner Teacher Institution Professional
Needs Needs Needs Body Needs

Stakeholders

Evaluation
Mecahnisms

Stakeholders Area of theory

Underpinning Deep
Module Module Learning Learning apprach to
Rationale Aim(s) outcomes Theory learning

Learner Constructive Subject

support Alignment content

Assessment Teaching
strategies Strategies

Figure 3: Framework for Module Design and Development

Source: Roisin Donnelly and Marian Fitzmaurice (2005).DESIGNING MODULES FOR

LEARNING. P. 101

Any systematic approach to module design must start within the context of a theoretical
framework depicted.

i) Applying relevant learning theory

When designing modules, we would argue that it is important for teachers to be aware of
concept of deep and surface approach learning. Much research has previously been
conducted on the relationship between courses and the approach students take during
learning session. Arising from these studies, there are implications in terms of module

52
design. Seeking to incorporate the following to module design can offer a greater
likelihood of fostering a deep approach to learning:
 Sustained interaction with content and others
 Relating new ideas to previous knowledge
 Providing explicit explanation and clear knowledge base to students
 Structuring a reasonable student workload
 Providing opportunities for students to pursue topics in depth so that they can
understand the material by themselves
 Ensuring an appropriate formative and summative assessment strategy
These ideas resonate with teachers in higher education environment and have
implications both for their choice of learning and teaching strategies. An awareness of
these approaches is fundamental for module design process.

ii) Constructive Alignment: Importance of Coherence

Constructive alignment approach maximizes the conditions for quality learning by

ensuring alignment through the process, from learning outcomes, to the choice of
teaching methods to assessment. The fundamental principles of constructive alignment
are that good teaching system which aligns teaching method and assessment to the
learning activities stated in the objectives: There are three elements involved in the
process of constructive aligning your module: a) Defining the learning outcomes, b)
Developing a Learning Rationale and c) Determining Aim and Learning Outcomes.

a. Defining the learning outcomes

 Choosing the learning and teaching methods and can lead to attainment of outcome
 Assessing students` learning outcome
It is often easier to think productively about abstract topics such as values only after
thinking about more concrete issues such as curriculum content and learning strategies. A
series of steps should be taken into account during module design process:

 Thinking through the rationale for the module under development

 Deciding on aim and learning outcomes for the module
 Thinking about the module content

53
  Exploring learning and teaching strategies and appropriate learner support
 Focussing on assessment
 Considering learning support
 Planning a module evaluation strategy
b. Developing a Learning Rationale
The purpose of a learning rationale is to serve a broad value system for the learning in
your module. The opportunity to think through and discuss such issues through the
process of module design can support teachers to highlight the values that they hold as
educators. The module should do more than adding information to students` stock of
knowledge. The reflections you will make assist you in developing a coherent rationale
statement to develop module

Reflective activity 27

1. Share ideas on the formulation and implementation of educational goals of a module

you are working with?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How do you see your learners?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Why is the subject matter important?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

54
4. Reflect on your beliefs and values about learning and teaching process, i.e. your
philosophy of learning and teaching process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

c) Determining Aim and Learning Outcomes

The aim of module indicates the general direction or orientation of a module in terms of
its content and sometimes its context within a programme. An aim tends to be written in
terms of the teaching intentions.

The learning outcome is statement of what the learner expected to know, understand and
be able to do at the end of learning. Learning outcome focus on learning rather than
teaching, what the teacher can provide and what the learner can demonstrate at the end of
the modular course. Thus, learning outcome should be written to the level of study. They
can help students to understand what they are expected to know and able to do at the end
of a module. Some examples of learning outcomes are given as follow:

Points of consideration while writing Learning Outcomes

 Be realistic - take into account prior knowledge, available time and the learning
opportunities
 Avoid learning outcomes that are too broad or too narrow in scope
 Avoid using non measurable verbs like ―know‖, ―understand‖ or ―learn‖ as they are
vague and to be interpreted.
 You can use open-ended learning outcomes to allow for creativity such as ―apply
theory critically to analyse on a ‗given situation‘‖
 Be as succinct and as concise as possible
 Keep the number of learning outcomes to a manageable number
 Use simple language
 Ensure that learning outcomes are assessable

55
d) Identifying Teaching and Learning Strategies

Determining appropriate teaching methods is unavoidable while developing a module.

The combinations of methods and constructive engagement with learning activities lead
to understanding. Even the best designed modules, with very worthwhile defined learning
outcomes, can fail if the teaching strategies employed are inappropriate towards meeting
the desired learning outcomes.

The following approach will help you to think through and decide on appropriate
teaching strategies for your module. First, take time to read over module aims, learning
outcomes and content material. Then, focus on how best you can involve students in
making sense of the material through active engagement and applications.

Reflective activity 28: Share your experiences on the following points.

1. Who are your learners? E.g. undergraduate, postgraduate

____________________________________________________________________
____________________________________________________________________

2. What kinds of learning you are trying to achieve? E.g. Knowledge, kills, ....

_____________________________________________________________________
3. How are you delivering the contents; i.e. what strategies have you been using?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
4. What kind of learning activities can be organized to meet the learning out- comes?
E.g. case studies, problem-solving, role play,

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What resources are available to you? E.g. hand outs, worksheets, OHPs, visuals

56
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Does your teaching strategy support the learner to meet the desired learning outcomes?
The matrix in Table 1 provides an opportunity for you to review a range of popular
teaching strategies in higher education and the type of learning which each strategy
best supports.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Table 3: Summary of some possible teaching strategies, learning activity assessment

Source: Roisin Donnelly and Marian Fitzmaurice (2005). DESIGNING MODULES

FOR LEARNING. P. 106

57
e) Determining Assessment

It is necessary to consider the fundamental principles of assessment methods in order to

develop the syllabus. Assessment is generally considered in terms of either being
Formative and/or Summative. Formative assessment is used to inform both student and
teacher on how the learner is progressing. Feedback and assessment is integrated and
should be used to improve the students learning. Summative assessment is used to grade
students at the end of a module or to accredit them at the end of a programme.

Formative assessment is used to contribute to continuous assessment. We argue that

students have to get maximum opportunities to learn in a module, and then there must be
some option for a formative assessment which does not contribute to the final grade.
Students can obtain feedback which will allow them to address any gaps in their
knowledge or skills.

Reflective activity 29

1. What knowledge do you want to assess? Refer to your learning out- comes.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What skills do you want to test?

________________________________________________________________________
________________________________________________________________________
____________________________________________________________

3. Have you built in provision for formative and summative assessment?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

58
4. What weighting do you want to give to the final exam and other forms of continuous
assessment?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. What components the following questions in curriculum address: What to teach? How
to teach? and Why to teach?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Assessment should be given serious consideration and the choice of assessment methods
clearly relate to the learning outcomes. Using one method of assessment rarely satisfies
all learning outcomes for a module and we would recommend that in devising your
assessment strategy, a variety of methods should be included.

It is also important for module designers to think about how modularity may impact
upon assessment practices and give consideration to some of the pitfalls associated
with assessment within modular structures. In designing or redesigning modules, it is
vital to bear in mind which parameters of assessment do you need to agree on as a
group, and which can be left to individual teachers or subject coordinators. In a
modular system, it is important to guard against over-assessing students based on the unit
of study. Also there is a tendency in a modular curriculum to crowd the assessments with
the result that students are handing in multiple assessments at the mid-way point and at
the end.

Supporting Learners

In designing modular syllabus, it is necessary to indicate the type of learner support

required for the achievement of the learning outcomes. These include administrative
issues for instance around module design: scheduling of teachers, students, teaching
activities, assessment time and module resources. Many modules are over ambitious and

59
require more time on the part of students for their completion than is reasonable. The
success of the modules depends on careful allocation of resources, teaching rooms,
laboratories, library facilities and equipment.

Whether you are teaching a module alone, or are adopting a team-teaching approach, you
will find a need for support, whether it is technically, subject-matter, audio-visual,
information skills or information technology, and it is important to think through the
issues.

Reflective activity 30

1. Have you considered the implications of the likely background, qualifications and
experience of students?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Have you considered a learner support policy?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Do you have any ideas for producing a student guide for the module?

________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________

3.2.5. Stages of preparing a module

Module preparation has a vast range of activities, where it requires sufficient time and
finance. The whole task could be classified as the planning stage, writing stage and
evaluation and revision stage. These issues will be treated through discussion and
different activities.

60
Reflective activity 31

1. Based on your experience what were the attempts made and problems encountered
while preparing a module (during planning stage, writing stage and evaluation and
revision stage)?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What do you suggest to improve module preparation?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. How is the quality of the modules prepared?

________________________________________________________________________
________________________________________________________________________
______________________________________________________________________

4. Examine the checklist under Table 4 based on the questions below.

a. Is the checklist an appropriate instrument to evaluate a particular module?

b. Provide your strong justification for either ‗yes‘ or ‗no‘ response
c. Evaluate a particular module on the basis of either the checklist prepared above
or the checklist modified/developed by you?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

61
 Table 4: Possible Module development checklist
Items
Yes No
I. Introduction

A. The introduction is clear and concise

B. The introductory statement shows how this module
relates to other modules or experiences
C. Prerequisites specify what the student should be able
to do before proceeding with the module.
D. Directions to the student include an explanation of
how to ‗test out‘
E. An easy-to-follow table of contents is included
II. Objectives

A. Terminal and enabling objectives are provided

B. Each objective specifies the activity to be performed,
conditions, and level of acceptable performance.
C. The terminal objective focuses directly on application.
D. Enabling objectives contribute to student to student
mastery of the terminal objective.
E. Objectives reflect a logical flow from basic awareness
and understating to applied performance.
III. Pre and post-assessments

A. Pre and post-assessments align closely with the

terminal objective
B. Instruction for completing the assessment are provided
for the student.
C. The assessment procedure used is the most objective
one for the particular situation.
D. Pre and post-assessments are identical when the
student cannot become ‗test-wise‘
IV. Learning Experiences

A. Each learning experience is correlated with an

enabling objective.
B. Every learning experience provides students with the
best means of achieving specified objectives.
C. Learning experiences activities provide specific ways
that the student may participate in the learning
process.
D. Alternate activities are used as necessary to provide
different (but equally good) routes to module mastery.
E. Optional activities are used as necessary to
supplement and enrich basic instruction.
F. Learning experience assessments provide the student

62
 with feedback about his or her progress.
V. Resource material

A. All resource materials used in the module are listed in

sufficient detail so that they can be readily identified
and located.
B. Each listed resource actually assists students in
mastering module objectives.

VI. General

A. All written material is at a reading level that is suitable

for the intended audience.
B. Continuity exists between the various segments of the
module.
C. Technical content is accurate and up-to-date
D. There is no sex or racial bias in the module.
VII. Tryout

A. Teachers perceive the module as being an effective

teaching-learning device.
B. Students perceive the module as being an effective
teaching-learning device
C. Students master module learning experiences in an
efficient manner.

Reflective activity 32

Please write down your answers and keep them in your portfolio. Reflective activities on
opportunities and challenges in implementing modularized programs in AAU

 Please list down opportunities of modular approach to the teaching learning

process at AAU. Primarily try to list down the opportunities individually and then
form pairs and discuss jointly, then in a group four, and then the whole group.
Write the agreed upon opportunities and keep it in your portfolio.

 Repeat the same process for challenges. Quite often when new ways are introduced
the challenges seem to be too many. List all the challenges that are identified by
the whole group. This creates opportunity for learning because once we are aware
of the challenges we will continuously be seeking for new ways of overcoming
the challenges faced.

63
  The next activity is thus to form groups of three and take two of the challenges
faced to discuss, do some reading or research and come up with useable solutions
to be reported to the whole group for additional comment/suggestions.

 As starting point read samples of opportunities and challenges with suggestions for
improvement that are given in the HESC 2012 material pages 40 to 42. Then
reach at agreement on the major opportunities and list of Challenges with possible
recommendations for improvement. Finally keep a very good and detailed record
of all what you have done in your portfolio to serve as reference material.

3.3 Unit and Lesson Planning

3.3.1. Importance of planning the lesson

In order to implement the curriculum, planning the lesson is taken as very important
means of instruction. Teachers have the responsibility to design and implement
instruction. Plans vary widely in their style and degree of specificity. Just as there are
many ways to teach and learn, there are many ways to plan - there is no single ―best‖ way.
Regardless of the format teachers they choose, master teachers use planning to help them
select the content and methods that will most help their students achieve predefined
learning goals, without effective planning students are less likely to achieve those goals.

Reflective activity 33
1. Argue or dis-argue on the following statements
Less planning leads to less learning.
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

64
Just as there are many ways to teach and learn, there are many ways to plan - there is no
single ―best‖ way.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

According to Orlich et. al. (2001: 127), research findings on lesson planning indicate the
following:
1. Researchers have neither identified nor validated any widely accepted or consistently
practical planning model. Plans, planning efforts, and planning methods vary widely
among teachers. Planning seems to be influenced most by the selection of learning
activities, instructional objectives, content, students‘ age, available time, and teaching
strategies. Of these, time and proven activities appear to have the greatest influences
on the way that teachers plan.
2. Teachers use a variety of lesson plan formats. Time is a critical teaching constraint,
and all teachers organize blocks of instructional time in lessons for years, semesters,
months, weeks, and a day. Content is also a major consideration, and teachers
generally organizing content into coherent segments called unit plans and
subsequently into manageable parts called lesson plans.
3. Planning serves as a guide to action. Plans are written to act as a guide during the
instructional interactions. In this regard, plans provide and maintain a sense of
direction and instil confidence in your teaching. Of course weekly or daily lesson
plans are typically an administrative requirement in many educational intuitions.
(Clark and Peterson, 1986).
4. Teachers tend to carry much of their planning in their mind rather on paper. Here,
Wolcott (1994) advised that until you have several years‘ of experience, it is useful to
make written plans; the more you work out your plans on paper, the more effective
you will become.
5. Teachers rarely plan in the linear model often encouraged in textbooks.
6. Planning for instruction is the key to excellence.

65
Reflective activity 34
1. Discuss the importance of planning in your teaching?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What do think are the factors affecting planning in AAU?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3.3.2. Unit Planning

To make learning manageable dividing instructional time and topics is considered to by

useful.. Since everything can be taught at once, the content is sorted out into blocks
called units. However, having subdivide our instruction into pieces to make it
manageable, we must also be careful to allow time to pull the pieces together again to
make the content understandable. Walsh (1992: 178) indicated that ‗Unit planning is the
most important as well as the most time consuming level of planning for each teacher‘

According to Orlich et. al. (2001: 138), parts of a Unit plan include: subject of topic,
rationale, Instructional objectives, content, processes, resources, Learning activities and
evaluations.
i) Defining the unit subject: Unit subjects or topics vary. You can select unit contents
within your own subject area based on concepts and using questions and generalizations.
ii) Defining the rationale: A rationale answers the question ―Why is it important to your
students to learn the material?‖

66
iii) Defining goals and objectives: In planning units and lessons, teachers need to
develop learning outcomes in the three areas of content understanding (as opposed to
simply memorizing facts), skills/processes, and attitudes. Objectives are statements of
student outcomes, not teacher behaviours.
iv) Selecting Resources and materials: Each unit you create should have as many
appropriate resources as you can find to support your instruction and to provide as many
ways as possible for students to connect their experiences to the unit.
v) Creating learning activities: Activities play an important role in students learning.
Learning activities based on active learning is suggested to be considered in the unit.
vi) Formulating assessment tools: the final portion of your unit plan is assessment of
student progress. Since planning is a recursive activity, you need to consider assessment
throughout the planning process. Some general guideline of assessment suggested by
Orlich et. al. (2001: 144 - 145), are as follows. First, perhaps most important, is to
remember that the purpose of assessment is to provide evidence of the degree of
achievement each student has made toward each objective. Whatever your system, it
must provide that type of individual data. Second it is important to think of assessment
as occurring through out your units - it is not simply ―a big test at the end.‖ Finally,
explain your assessment methods to your students – they want and need to know how
their performance will be judged. Knowing the ground rules helps them clarify their
efforts and will probably result in higher achievement.

Reflective activity 35
1) Make comments on the parts of a Unit plan considered by Orlich et. al. (2001).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2) Discuss the importance and problems associated with unit planning in using unit plan
in your Department/School.

67
3.3.3. Lesson Planning

Lesson planning is simply an extension of unit planning. Lesson plans are not the same
as activity schedules. Lesson plans, like unit plans, are statements of what students will
do. There are many different lesson plan formats from which to choose; the best one to
use is determined by your specific instructional goals and teaching strategies. ―The better
the teacher plans, the better the teacher‖ (Walsh, 1992: 97).

Reflective Activity 36
1. Share you experiences for two or three participants in using lesson plan?
2. Make comments on the Model Lesson Plans indicated in the appendix section. Discuss
their appropriateness in using them in teaching (particularly in implementing modular
curriculum at AAU).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

68
 End of Module Self-assessment

What have you found most useful in this Module?

Write a reflective comment on your overall performance and achievements in this Module

How would you evaluate your overall performance in this Module? Please circle on what you
should receive :

PASS or REFER

Signature of candidate: _____________________

Date: __________________________

69
References
Altman, H.B., & Cashin, W.E. (1992). Writing a syllabus. Exchange, September,
unpaginated.

Ben-Peretez, M. (1980). Teachers‘ role in curriculum development: an alternative

approach. Canadian Journal of Education 5:52-62.

Biggs, J (2001). Teaching for Quality Learning at University. Open University Press,
Great Britain.

Black, P and William, D (1998). Inside the Black Box: Raising Standards through
Classroom Assessment. Cambridge: King‘s College

Bloom, B S, ed. (1956). Taxonomy of Educational Objectives: The Cognitive Domain.

New York: David McKay.

Brown , S (2004) Assessment for Learning. Learning and Teaching In Higher Education,
Issue 1 (2) 2004-05 Electronically published resources materials from the world
wide web pages.

Clark, C. M., P. L. Peterson. (1986). Teachers‘ thought Processes. In M. C. Wittock

(editor). Handbook Research on Teaching (3rd. edn).. New York: Macmillan

Donnelly, Roisin and Fitzmaurice, Marian (2005).DESIGNING MODULES FOR

LEARNING. In: Emerging Issues in the Practice of University Learning and
Teaching. O‘Neill, G., Moore, S., McMullin, B. (Eds). Dublin:AISHE, 2005.
Available <[Link]
Finch, Curtis R. & Crunkilton, John R. (1989). Curriculum Development in Vocational
and Technical Education. Boston: Allyn and Bacon

Freeman, R. and Lewis, R. (1998). Planning and implementing assessment. London:

Rutledge Falmer Taylor and Francis Group

Gronlund, NE (1978). Stating Objectives for Classroom Instruction (2nd edn) London:
Collier Macmillan.

HESC, MoE, (June 2012). A Guideline for Modularization to Ethiopian Higher

Education Institutions, Addis Ababa (Unpublished).

70
McNeil, John D. (2009). Contemporary Curriculum: In thought and Action. River Street,
Hoboken: Wiley

Mager, RF (1984) Preparing Instructional Objectives (2nd edn), Pitman Learning Inc.
California.

Moon, J (2002) The Module and Programme Development Handbook, Kogan Page,
London.

Nunan, David (1988). The Learner-Centered Curriculum. Glasgow: Cambridge

University Press

Office of the Vice President for Research and Dean of the School of Graduate Studies,
AAU (2010). Procedures of Modularization and Block Teaching: Masters
Program of the Addis Ababa University. Unpublished

Ornstein, Allan C. and Hunkins, Francis P. (2009). Curriculum: Foundations, Principles

and Issues. Pearson Education

Orlich, Donal C. et. al. (2001). Teaching Strategies: A guide to Better Instruction. (6th
eds.). Boston: Houghton Mifflin

Oliva, Peter F (1988). Developing the Curriculum. Boston. Little and Brown

University of Brighton (2014). Centre for Learning and Teaching 2014-15. Study Pack.
Module Design. Available at
<[Link]
+of+Brighton+Centre+for+Learning+and+Teaching++Study+Pack+&btnG=Sear
ch>, Retrieved on December 1, 2014.

Pollard, A (2008). Reflective Teaching, (3rd edn.) London: Continuum International

Publishing Group

Postlethwait, S.N. and Russell, J.D.(1971). Minicourses-The style of the future ? In: J,C,
Craeger and ELI, Murray (Eds.). The use of modules in college biology teaching.
Washington: Commission on Undergraduate Education in the Biological
Sciences, The American Institute of Biological Sciences, pp. 5 -8.

71
Sinor, Jennifer and Kaplan, Matt (2014). Creating Your Syllabus. Center for Research on
Learning and Teaching. The Regents of the University of Michigan. Available
<[Link] Retrieved on December1, 2014

Walsh, F.M. (1992). Planning Behaviours of Distinguished and Award-Winning High

School Teachers. Unpublished Doctoral Dissertation. Pullman: Washington State
University

Wolcott, L. L. (1994). Understanding How Teachers Plan: Strategies for Successful

Instructional Partnerships. School Library Media Quarterly. 22(3): 161-165.

While, R. V. (1988). The ELT Curriculum: Design Innovation and Management. Oxford:
Blackwell

Zellers, Kathy (2014) Creating Course Topics, Assignments & Activities. Available <

[Link] Retrieved on December 1,

2014. Colorado State University.

Zais, Robert S (1976). Curriculum: principles and Foundations. Harper and Row

Zmetana, Katherine (February, 2003). Modularization of Curriculum. In Susan J. Wolff

and George H. Copa Oregon State University. New Designs for Career and
Technical Education at the Secondary and Postsecondary Levels: Compendium of
Design Reviews of Related Research, Policies, and Exemplary Practices. National
Research Center for Career and Technical Education, University of Minnesota St.
Paul, Minnesota. Pp. 175-177

Supplementary Reading Materials

Abbot, J. and Ryan, T (2000). The Unfinished Revolution: Learning, Human Behaviour,
Community and Political Paradox. Stafford: Network Educational Press Ltd

Assessment Reform Group (1999). Beyond the Black Box. Cambridge: Cambridge
University School of Education

Baines, E., Blanchford, P. and Kurnick, P (2008) Promoting Effective Group work in
Primary Classrooms TLRP Improving Practice Series. London: Rutledge

72
Covey, S (1999). The Seven Habits of Highly Effective People. Simon and Schuster

Dewey, J (1933). How We Think: a Restatement of the Relation of Reflective Thinking to

the Educative Process. Chicago: Henry Regency

Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA:

Anker Publishing Co., Inc.

Hargreaves, D (2005) About Learning: Report of the Learning Working Group. London:
Demos

Hughes, M. (2006). And the Main Thing is LEARNING. Cheltenham: Education Training
and Support

Graves, Kathleen (1996). Teachers as Course. In Jack C. Richards (ed.). Teachers as

Course Developers. New York: Cambridge University Press pp. 1-11

Livingstone G, (2001) Taking Teacher Education Forward Education/ Policy Ref No

Ed/Po 3, Addis Ababa: Voluntary Service Overseas Ethiopia

Ministry of Education (2010). Education Sector Development Program IV.

Mullins, L (2010). Management and Organisational Behaviour. Harlow: Pearson

Education Ltd

Marsh, Collin J. and Willis, George (1999). Curriculum: Alternative Approaches,

Ongoing Issues. Upper Saddle River, NJ: Merrill

People in Need (2010). Teaching Biology Using Active Learning Methods – A

Handbook For Teachers. Addis Ababa: People in Need

Reid, M & Barrington, H (2001). Training Interventions, (6th edn.). Trowbridge: The
Cromwell Press

Rogers, C and Freiberg, J (1994). Freedom to Learn (3rd edn.). Upper Saddle River, NJ:
Prentice Hall

Seager, J (2009). The Penguin Atlas of Women in the World. London: Penguin Press

Thomas, W. and Smith, A. (2004). Coaching Solutions: Practical Ways to Improve

Performance in Education. Stafford: Network Educational Press Ltd.

73
Turnbull, J (2009) Coaching for Learning. London: Continuum International Publishing
Group

UNESCO (1996) Learning: The Treasure Within. Report to UNESCO by the

International Commission in Education for the 21st century (UNESCO Publishing)

Wudu, M,, Tefera, T. and Woldu, A (2009) The Practice of Learner Centred Method in
Upper Primary Schools of Ethiopia. Ethiopian Journal of Education and Science
4(2):27-39 . Jimma: Jimma University)

74
 Appendices
Basic Lesson Plan
Key Learning Area : Date:
Curriculum Links: Level:

Topic:

Lesson objectives : IEP considerations

Groups

Resources:

Learning activities / process: Time

1. Opening – introduction

2. ............

3. ............

4. ..............

5. Closing – review

Assessment Opportunities:

Evaluation: O (organisation) 1- 5
R (resources)
B ( behaviour)
I ( interest)
T ( timing)

75
 Sample lesson plan 1
Key learning area Topic or title

Learning outcomes: Resources:

Lesson introduction:

Main teaching points:

Lesson conclusion:

Assessment of learning: Teaching evaluation:

76
 Sample lesson plan 1 – Annotated
Key learning area Topic or title

Curriculum area ( English) Speaking and listening

Let’s go shopping

Learning outcomes: Resources:

State curriculum document Texts, equipment, games, cards, diagrams,

human resources
Strand

Specific learning outcomes related to the

lesson

Lesson introduction: Provide an indication of the duration.

Sets the scene for the lesson, and describes what you are about to teach

Main teaching points: Provide an indication of the duration of each task.

This is the body of the lesson, may include questions to develop understanding, and extend
thinking. Explain to the students what they are required to do, and what your role will be in
facilitating learning.

Lesson conclusion: Provide an indication of the duration.

Brings the lesson to a conclusion, summarises and reiterates the key points and ideas presented.

77
Assessment of learning: Teaching evaluation:

How will you assess student learning, The evaluation is concerned with reflective
understanding, skills? What strategies will you practice. Identify the interrelationships between
use to assess whether students’ attained the the outcomes, content and delivery. pedagogy
learning outcomes? What will you do next and
lesson?

What went well?

What could be improved?

How could you improve this?

78
 Lesson Plan Sample 2

DATE: Level:

Learning Area: Topic:

Strand:

Learning Outcomes:

Lesson Objectives: At the end of this lesson students should be able to:

Timing Learning & teaching strategies Key teaching points Equipment/resources

Assessment of learning and teaching: Self evaluation:

Notes for next lesson…

79
 Lesson Plan Sample 2 - Annotated

DATE: level:

Learning Area: Which curriculum area? Topic: Focus of teaching and learning

Strand: Links to state curriculum document and strand

Learning Outcomes: Links to curriculum documents and indicators

Lesson Objectives: At the end of this lesson students should be able to:
What do you want students to be able to do, know, or understand at the end of the lesson? How will
you know - what evidence of learning can you expect?

Timing Learning & teaching strategies Key teaching points Equipment/resources

Approx Introduction… Main points or questions Texts, student books,

games, tapes, CD,
of Teacher directed Sequentially presented human resources,
timing Whole class
for each
point

As This section is related to the As above As above

above body or main part of the lesson.

Co-operative or individual
learning

Ability, streamed, friendship,

gender, student selected, or

80
 teacher directed groupings

Jigsaw; round robins;

think/pair/share/; inside/outside
circles; pairs;

As This section is related to the As above As above

above conclusion of the lesson.

Teacher directed

Whole class sharing, celebration

of learning

Assessment of learning and teaching: Self evaluation:

Checklists, work samples, performances, What went well? Why?
student self assessment, rubrics,
What didn‘t go as well? Why? What will you do next
time?

Notes for next lesson…

Points to remember for next lesson. A particular resource? A child may require extension?
Remediation or other types of intervention.

81