1 / 35

Instructional Design Models

Instructional Design Models. EDU 560 Fall 2012 Online Module November 13, 2012. Do You Recognize This?. At the beginning of each school year hundreds of teachers across grade levels give their new class “Student Interest Surveys.”

angeni
Download Presentation

Instructional Design Models

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Instructional Design Models EDU 560 Fall 2012 Online Module November 13, 2012

  2. Do You Recognize This?

  3. At the beginning of each school year hundreds of teachers across grade levels give their new class “Student Interest Surveys.” Teachers are curious to learn as much as they can about their new students in order to see how they learn best. • By doing so, teachers are beginning the process of Instructional Design

  4. Instructional Design is the practice of creating “instructional experiences which make the acquisition of knowledge and skills more efficient, effective, and appealing.” (Wikipedia) • Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis or learning needs and goals and the development of a delivery system to meet those needs. (University of Michigan) • Instructional Design involves: • knowing your students, what they already know, and knowing what methods work best in teaching them What is Instructional Design?

  5. Instructional Design looks different in different organizations. For example, it looks different in K-12 education then it does in the government, the military, or within corporations • Instructional Designers must take care to be aware of the organization’s goals, rules, policies, and available materials. • In education teachers act as Instructional Designers. As teachers, we look at the following to aide our Instructional Design: • Standards • Assessments • Time • Goals • Curriculum • The needs of our learners Does Instructional Design Look the Same for Everyone?

  6. ADDIE Model Instructional Design Models Kemp’s Instructional Model Dick & Carey Model There are several different models and methods that have been developed and implemented over the years Merrill’s First Principles of Instruction

  7. Merrill’s First Principles of Instruction • Created by M. David Merrill, these principles are used to identify good instructional design, regardless of teaching strategy. • The 5 Principles are: • Task/Problem: students learn when instruction centers around real-world tasks or problems • Activation: students learn when prior knowledge is activated • Demonstration: students learn when new knowledge is demonstrated to them in the context of real world problems • Application: students learn when they perform real world tasks and receive feedback • Integration: students learn when they integrate new knowledge into their existing world

  8. Dick and Carey Systems Approach Model • Originally published by Walter Dick and Lou Carey in 1978 • The approach to this model is to see instruction as an entire system (as opposed to looking at it as the sum of isolated parts) • It focuses on the interrelationship between: • Context • Content • Learing • Instruction

  9. Dick and Carey Model

  10. Kemp’s Instructional Model • Developed by Jerold Kemp • Defines 9 different components of instructional design and a continuous implementation/evaluation model • The key to Kemp’s model is that it is a continuous model that requires planning, design, development and assessment • The 9 components are: • Identify instructional problems and specify goals • Examine learner characteristics • Identify subject content and analyze task components related to goals • State instructional objectives for the learner • Sequence content within each instructional unit • Design instructional strategies so each learn can master content • Plan the instructional message and delivery • Develop evaluation instruments to assess objectives • Select resources to support instruction and learning activities

  11. Illustration of Kemp Model

  12. The A.D.D.I.E. Model

  13. The A.D.D.I.E. Model is thought to be one of the most commonly used models for creating instructional materials (lessons or units) • It contains 5 phases: • Analysis • Design • Development • Implementation • Evaluation • Each phase has its own sub-set of tasks • We’ll focus most of our attention in this module on understanding each phase and demonstrating how to apply the A.D.D.I.E. model The A.D.D.I.E. Model

  14. There are 4 parts to the Analysis phase: • Development of Instructional Goals: what is it you want your students to learn? • Instructional Analysis: what are all of the steps needed to carry out the objectives and meet the goals? • Learner Analysis:what do your students already know how to do? What knowledge on the subject do they already have that doesn’t need to be taught? Surveys and questionnaires can be given to determine this • Learning Objectives: what should your students be able to do when instruction is complete? “By the time my students finish this lesson they should be able to________________.” Strong Verbs: describe/demonstrate/show/explain AnalysisDesignDevelopmentImplementationEvaluation

  15. http://www.youtube.com/watch?v=JZdv5lrJs4U AnalysisDesignDevelopmentImplementationEvaluation

  16. The Design phase is the second phase in the A.D.D.I.E. model. It has 3 components: • Design Assessments: it’s important to know how you will assess if your instruction was effective. Keep the following in mind when designing assessments: • What are your goals? • What do your learners already know? • Try to teach in context and appropriate settings (for example, if you are teaching how to create a PowerPoint slide show it makes sense to teach your learners in a computer lab where they can demonstrate practice and knowledge) • Make sure assessments are written clearly and grammatically correct. No trick questions! You are testing your student’s skill knowledge, not their test-taking ability AnalysisDesignDevelopmentImplementationEvaluation

  17. 2. Choose a Course Format: what delivery system(s) will you use to deliver your instruction? Examples include: • In Class Lecture • Online module like this one • Self paced workbook • Webinars • Blended learning (a combination of different formats) AnalysisDesignDevelopmentImplementationEvaluation

  18. 3. Instructional Strategy: how will you deliver your instruction? Examples include: • Lectures • Readings • Discussions • Projects • Worksheets • Activities • Group work Things to keep in mind: how will you motivate your learners? How will you illustrate your objectives? Make sure your content is concise. Will your learners participate and practice? Will you provide feedback? AnalysisDesignDevelopmentImplementationEvaluation

  19. http://www.youtube.com/watch?v=BhLIiF9QyTo AnalysisDesignDevelopmentImplementationEvaluation

  20. The Development phase is where you will create and assemble your content • After developing all of your content be sure to complete a run-through • Its important to look back at your Leaner analysis- you need to know what your students already know so you don’t waste instructional time repeating content AnalysisDesignDevelopmentImplementationEvaluation

  21. http://www.youtube.com/watch?v=VzYDNWhQWYA AnalysisDesignDevelopmentImplementationEvaluation

  22. While the Implementation phase is where you will deliver instruction there are some tasks that need to be complete in order to do so • Train the Instructor: in most instances the teacher will be developing and implementing the content. If this isn’t the case this is when you would train the person delivering instruction • Prepare Learners: make sure your students are ready for instruction. Are there prerequisites they need? Do they need to attend any orientation before they receive your content? • Arrange the Learning Space: gather any materials you will need to complete your instruction. If using technology be sure to TEST IT FIRST to make sure it will work! Don’t wait until you have students in front of you! AnalysisDesignDevelopmentImplementationEvaluation

  23. http://www.youtube.com/watch?v=q8yky6-P1Uw AnalysisDesignDevelopmentImplementationEvaluation

  24. There are two parts to evaluation: formative and summative • Formative Evaluation: you should be evaluating your instructional materials and objectives as you go. Is everything you are doing planned toward meeting the goal objectives? • Summative Evaluation: tests that show whether content was mastered. There are different areas to be evaluated • Reaction: how did the students respond to your content? Surveys can be used for this phase. Consider open ended questions as well • Learning: posttest tests. Multiple choice, performances, questionnaires • Behavior: with training, this is performance within a setting AnalysisDesignDevelopmentImplementationEvaluation

  25. http://youtu.be/CBoI0wBo4vw AnalysisDesignDevelopmentImplementationEvaluation

  26. Understanding by Design (UbD)

  27. Understanding by Design • Developed by Grant Wiggins & Jay McTighe • Also known as “Backwards Design” • A “framework” for designing curriculum units (not individual lessons), performance assessments, and instruction that leads to greater understanding by students

  28. Three Stages of Backwards Design • Stage 1: Identify Desired Results • What should students be able to know, understand, and be able to do? • What knowledge do we expect students to have when this unit ends? • During this stage think about goals and state standards

  29. Three Stages of Backwards Design • Stage 2: Determine Assessment Evidence • How will we know students met their goal? • What will we accept of evidence of transfer of knowledge? • “6 facets of learning”- if students understand they can: • Explain in their own words/justify positions/show reasoning • Interpret data/text/experiences through analogies, stories, models • Apply new knowledge • Demonstrate perspective (see the big picture) recognize point of view • Empathize with others by showing sensitivity • Have self-knowledge by showing awareness, reflection • Not all facets need to be addressed in every assessment

  30. Three Stages of Backwards Design • Stage 3: Planning Learning Experiences and Instruction • What knowledge and skills do students need to achieve the desired result? • What activities, sequence, and resources are best suited to accomplish the goal?

  31. Overview

  32. UbD Template Overview

  33. Typical 3rd Grade Lesson

  34. Same 3rd Grade Lesson: UbD

  35. References • http://www.personal.psu.edu/bxb11/LSI/LSI.htm • http://people.usd.edu/~bwjames/tut/learning-style/stylest.html • http://www.educationplanner.org/students/self-assessments/learning-styles.shtml • http://www.edutopia.org/multiple-intelligences-learning-styles-quiz • http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm • http://en.wikipedia.org/wiki/First_Principles_of_Instruction • http://www.nwlink.com/~donclark/history_isd/carey.html • http://elearningcurve.edublogs.org/2009/06/10/discovering-instructional-design-11-the-kemp-model/ • http://www.jclarkgardner.com • http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf • http://michelemartin.typepad.com/ADDIE.pdf • http://raleighway.com/addie/ • http://pixel.fhda.edu/id/toc.html

More Related