If you’re reading this post you likely use a teacher using a learning management system (LMS). And if you are a K-12 teacher right now, you need to know how to organize a module! After just coming through the most consequential event in public education in America, and with the recent infusion of Cares Act funding into the school systems, if no one has bought you online content yet, they never will. You need to make your own, and here is how to organize a module:

Module Sandwich

There are three things a module must accomplish. The module must clearly state what learners are going to do in the module. The module then guides them through those learning activities. Finally, the module tells them what they did.

Each module should include an initial page (for consumption, not to accept a submission) that lists the learning objects for the module. It can also list the standards covered in the module, elements if applicable, but if not standards a brief 5 sentence overview of the big idea(s) of the module. The module introductory page can also include a list of formative versus summative assessments, or break out the types of activities in the module 3 assignments, 2 discussions, and 1 project perhaps.


A module should be of a similar size to other modules. Typically that means the same number of items in the module. Not all modules have the same number of standards covered or even learning targets, however. In the case of a lighter module, the items can be more formative and less summative.

Within a module, the learning activities must align the learning outcomes to content to assessments. Consider creating the summative assessment first. Then the module introduction can be created; in the introduction, the formative/summative assessments can be listed and then filled out within the module.


Not everything needs to be graded! All activities do need to be completed, however; consider grading those levels of activities “complete/incomplete”. Select activities, assignments, or assessments may be gated, this should not be the rule, but the exception. If everything is gated, it is as if nothing is important. For instance, learners may need to submit their study guide to access the summative assessment.

Consider a simple and predictable points structure: 100, 50, 25/20. Make the point values consistent between modules – and other teachers as possible. Then, make the points visible! The point values guide the learners (and families) to the importance of different levels of items in the module. When the answers are not definitive consider pooling your efforts with other teachers and making one rubric to use multiple times in the future.

It is a different skill set than most K-12 teacher have – to make quality online content! If you are able to make a quality module you are on the right path { Read: Start Here: K-12 Instructional Design}. Consider that your learners would not be aware if you divided work with or replicated work from others teaching the same things you are to other students – so recruit your colleagues to help you – now that you know how to organize a module!