Module Plans
Module plans are a major part of PBLA expecations, but are not required to be submitted to management at ASSIST. ASSIST uses a simplified module plan template (sample below).
WHAT: Module plans are a tool to help plan for a group of assessment tasks related by topic or theme. While the course outline is a broad, high-level list of planned themes, topics, and tasks, the module plan goes a bit deeper to help plan within a specific topic. The module plan includes details of competencies, resources, materials, and language focus, in addition to the real-world assessment tasks.
WHY: The module plan helps provide a more detailed plan for what to teach and how to carry out assessments within a theme or topic. The process of module planning helps teachers think through assessments in an organized way, helping to ensure many of the fundamental principles of PBLA (real-world, CLB-aligned, competency-based, etc.) are met. This makes it easier for teachers to develop lesson plans and ideas, and prepares the teacher for what they need to teach in class. The module plan also provides a way of sharing information with colleagues, and a summary for future reference and modification if the topic comes up again in future classes.
HOW: Module plans are done on an ongoing basis before a topic or assessment is taught in class. The Real World Task and CLB Competencies can be carried over from the course outline. The Assessment Task is a clarification of how the Real World Task will be assessed in the classroom. The Language Focus provides a space to brainstorm and detail any language aspects that need to be taught (see the Knowledge & Strategies pages in the CLB document for examples and more information). Any necessary or helpful Resources & Materials can also be outlined. The Language Focus and Resources & Materials sections may be common among all skills and assessments in a topic. Not all modules will have all 4 skills.
WHY: The module plan helps provide a more detailed plan for what to teach and how to carry out assessments within a theme or topic. The process of module planning helps teachers think through assessments in an organized way, helping to ensure many of the fundamental principles of PBLA (real-world, CLB-aligned, competency-based, etc.) are met. This makes it easier for teachers to develop lesson plans and ideas, and prepares the teacher for what they need to teach in class. The module plan also provides a way of sharing information with colleagues, and a summary for future reference and modification if the topic comes up again in future classes.
HOW: Module plans are done on an ongoing basis before a topic or assessment is taught in class. The Real World Task and CLB Competencies can be carried over from the course outline. The Assessment Task is a clarification of how the Real World Task will be assessed in the classroom. The Language Focus provides a space to brainstorm and detail any language aspects that need to be taught (see the Knowledge & Strategies pages in the CLB document for examples and more information). Any necessary or helpful Resources & Materials can also be outlined. The Language Focus and Resources & Materials sections may be common among all skills and assessments in a topic. Not all modules will have all 4 skills.
Samples
Samples are provided in Word format as they should be adapted and modified for your own students and level.
To download the documents below, you can either click on the button under each image (downloads to your computer directly) or download from Scribd by clicking on the download arrow icon (requires a login/password - free).
To download the documents below, you can either click on the button under each image (downloads to your computer directly) or download from Scribd by clicking on the download arrow icon (requires a login/password - free).