1. Preparing and Using Teaching Modules: Linking Objectives, Content, and Evaluation Victor Benassi Professor of Psychology University of New Hampshire vab@unh.edu 603-862-3180

2. Benassi, V. A., Jordan, E. A., & Harrison, L. M. (1994). Using teaching modules to train and supervise graduate TAs. In K. G. Lewis (Ed.) The TA experience: Preparing for multiple roles (pp. 183-188). Boston: New Forum Press.

3. Them Dry Bones African-American Spiritual (Dry Bones) that conveys the message: http://www.hope.edu/academic/religion/bandstra/RTOT/CH12/BONES.HTM Ezekiel cried them dry bones. Your toe bone connected to your foot bone. Your foot bone connected to your ankle bone. Your ankle bone connected to your leg bone. Your leg bone connected to your thigh bone............. Your neck bone connected to your head bone.

4. Benefits of Preparing a Teaching Module Organizing the module prompts you to make decisions and set priorities The process of researching topics is structured by the module's organization The preparation of a module can increase continuity of the material You have a clear record of what was done in the course The preparation of a module can increase self- confidence

5. Benefits, Continued A teaching module can help you to create a clear conceptual and practical link between your objectives for a unit of study in your course and your assessment of student learning

6. Components of Teaching Modules Statement of Major Objectives for the Unit Unit Resources General Outline of What You Will Cover Detailed Outline Table of Specifications Evaluation of Student Learning Copies of Materials

7. Statement of Major Objectives for the Unit Objectives should cover material from the texts, other reading assignments, and class material

8. Unit Resources Include a list of the materials used by you and your students in this unit (e.g. films, readings, handouts, overheads)

9. General Outline of What You Will Cover Should cross-reference each item in the outline with an unit objective

10. Detailed Outline Include detailed information on what you will be doing in this unit (e.g. lecture notes, information on demonstrations, questions to be asked of students) Does not need to cover every word you plan to say, but rather should provide enough detail that a reader can understand your plan for the class day.

11. Table of Specifications Should relate the test to the objectives stated earlier. Overall this table should tell you if you are testing students, in a balanced way, on the objectives you have for this section of the class.

12. Example Table Module Objectives KnowledgeComprehension ApplicationDiscussion Module Content Classical Conditioning2MC 2E 1E Elements Habituation1SA 1E Extinction 1MC 1E Spontaneous Recovery2SA 1E Etc. Note: MC, SA, and E refer to the number of multiple choice, short answer, and essay questions, respectively.

13. Example Table Sample 2 (from a module on Grading in a College Teaching Course) Module Objectives FactsCreative IdeasApplication and Connectionsto Courses Taught Module Content Benefits of Grades1E Disadvantage of1E Grades Characteristics of1E1E1E Good Grading Systems Norm Reference Grading2E Etc. Note: All questions given in essay (E) format.

14. Evaluation of Student Learning Derived from the table of specifications Various types of items have different strengths and weaknesses