Reflection: Today in class, we broke up into groups and created presentations on various ID models. Many of the models seemed to touch on similar components of what makes a good business model, including review, guided practice, background knowledge, knowing your audience, evaluation, application and more. Some of these models seem to fit better in the corporate world than in the classroom.
I think the most practical teaching model is the Backwards Design. In it, you have an end goal in mind in which the students are to learn. This is typically how I plan my lessons, making sure I cover all the standards of the Utah Core Curriculum within various subjects. It also helps me plan my units when I have an end goal or assessment in mind.
In class, we are going to be using the ADDIE model, which includes analysis, design, development, implementation, and evaluation. I like this model as well because it is straight forward and logical.
Below are some of my notes on different models:
Instructional design is a system for implementing and evaluation instruction. The rationale for using ISD is that the process is timeless and has no opinions. It also identifies design problems so that can changes can be made to make a process effective. The following are models for design:
ADDIE Model - Considered the most widely accepted model. It is adaptable towards education, although is also used in business and corporations.
A- Analysis - data-gathering
D- Design - blueprint
D- Development - gathering/creating/piloting resources
I- Implementation - teach it
E- Evaluation - reflect, assess, review
Dick and Carey Systems Approach Model - Focuses on a parallel (not linear) approach to systems design. It encompasses the behaviorist, cognitive, and constructivist approaches. In this model, effectiveness involves the instruction, learner characteristics, environment, and formative and summative assessment.
Merrill's First Principles of Instruction - Everything is centered around a problem. Involves integration, activation, application, and demonstration. Learning is facilitated when learners are engaged in real world problems and when existing knowledge is activated to the learner. Phase 1: Activate prior knowledge. Phase 2: Demonstration of Skills (instructional time). Phase 3: Application of Skills. Phase 4: Integration Skills.
Backward Design Model: Stage 1 - Identify desired results or the learning outcomes. Decide on themes and essential questions. Stage 2: Determine acceptable evidence. These can be informal or formal assessments. Teachers should evaluate what will be accepted as evidence. Stage 3: Plan learning experiences and instruction. Student activities must be varied, require minds on and hands on, and focus on the big ideas. The teacher is the designer, evaluator and researcher of his/her own effectiveness.
Ragan and Smith Instructional Design Model - There are three different parts - analysis, strategy and evaluation. Analysis occurs prior to instruction, but it happens in conjunction with assessment. Look at the contextual, learner, and task analysis, and plan for the assessment of learning. Strategy involves how it is organized, delivered, and managed. Evaluation contains three parts: implementation, management, and evaluation. Planning should be done in the beginning design process. Pros: self-assessing characteristics, detailed, takes into the account of the needs of learners. Cons: some people argue its linear, has to be implemented 2x, different outcomes require different internal activities.
Kemp's Instructional Design Model - Kemp's model is composed o nine areas. Each is designed to be systematic and cyclic of one another. Constant planning,d design, development, and assessment throughout achieve the goal of effective instruction. 1. Identify instructional problems. 2. Examine learner characteristics. 3. Identify subject content, and analyze task analysis. 4. State instructional objectives for the learner. 5. Sequence content within each instructional unit. 6. Instructional objectives. 7. Plan the instructional message and delivery 8. Develop evaluation. 9. Select resources.
Gagne's Nine Events of Instruction - His ideas of instruction are called "conditions for learning" and they were broken into internal and external. His essential ingredients include teaching and getting feedback. Step 1: Gain attention. Step 2: Describe the goal. Step 3: Stimulate recall. Step 4: Present material to be learned. Step 5: Provide learning guidance. Step 6: Elicit performance. Step 7: Provide feedback -- show correctness. Step 8: Assess performance. Step 9: Enhance retention and transfer. Pros: effective, organized, good teaching practices. Cons: time-consuming, subject material may not be real-world applicable.
Kirkpatrick - A business model which uses evaluations to get feedback. Learning is the resulting increase in knowledge of capability. Measurement occurs before and after. You can use observations or individual assessments. Transfer is what occurs when behavior changes because of management. Results are the rubric. Participants should know what they are tested on and this should be implemented in the assessment.
Reigeluth's Elaboration Theory - Takes the whole and takes it into chunks to look at the parts - i.e. voice, organization, etc. The process is cyclical -- broad to the whole to the parts. Sequence - concept, procedural, and theoretical. Organize - forward chaining, backward chaining, hierarchical sequencing, general to detailed sequencing. Analysis and Evaluation Cycle - summarization, synthesize, analogy, Throughout this process, cognitive strategy activators (class materials that allow users to interact) are used. The learner is in charge of the process throughout.
Rapid Prototyping Model - Quickly mocking up the future state of a system. Concert a description of the solution to a mockup, factor in user experiences. Share the prototype with the users to see if it meets needs and expectations. Refine the process, fix things, and review. Focus on 20% of the functionality used 80% of the time. It's great for working between businesses. It allows for better communication and offers feedback. However, it does not replicate the real thing -- does not get past prototype stage.
I think the most practical teaching model is the Backwards Design. In it, you have an end goal in mind in which the students are to learn. This is typically how I plan my lessons, making sure I cover all the standards of the Utah Core Curriculum within various subjects. It also helps me plan my units when I have an end goal or assessment in mind.
In class, we are going to be using the ADDIE model, which includes analysis, design, development, implementation, and evaluation. I like this model as well because it is straight forward and logical.
Below are some of my notes on different models:
Instructional design is a system for implementing and evaluation instruction. The rationale for using ISD is that the process is timeless and has no opinions. It also identifies design problems so that can changes can be made to make a process effective. The following are models for design:
ADDIE Model - Considered the most widely accepted model. It is adaptable towards education, although is also used in business and corporations.
A- Analysis - data-gathering
D- Design - blueprint
D- Development - gathering/creating/piloting resources
I- Implementation - teach it
E- Evaluation - reflect, assess, review
Dick and Carey Systems Approach Model - Focuses on a parallel (not linear) approach to systems design. It encompasses the behaviorist, cognitive, and constructivist approaches. In this model, effectiveness involves the instruction, learner characteristics, environment, and formative and summative assessment.
Merrill's First Principles of Instruction - Everything is centered around a problem. Involves integration, activation, application, and demonstration. Learning is facilitated when learners are engaged in real world problems and when existing knowledge is activated to the learner. Phase 1: Activate prior knowledge. Phase 2: Demonstration of Skills (instructional time). Phase 3: Application of Skills. Phase 4: Integration Skills.
Backward Design Model: Stage 1 - Identify desired results or the learning outcomes. Decide on themes and essential questions. Stage 2: Determine acceptable evidence. These can be informal or formal assessments. Teachers should evaluate what will be accepted as evidence. Stage 3: Plan learning experiences and instruction. Student activities must be varied, require minds on and hands on, and focus on the big ideas. The teacher is the designer, evaluator and researcher of his/her own effectiveness.
Ragan and Smith Instructional Design Model - There are three different parts - analysis, strategy and evaluation. Analysis occurs prior to instruction, but it happens in conjunction with assessment. Look at the contextual, learner, and task analysis, and plan for the assessment of learning. Strategy involves how it is organized, delivered, and managed. Evaluation contains three parts: implementation, management, and evaluation. Planning should be done in the beginning design process. Pros: self-assessing characteristics, detailed, takes into the account of the needs of learners. Cons: some people argue its linear, has to be implemented 2x, different outcomes require different internal activities.
Kemp's Instructional Design Model - Kemp's model is composed o nine areas. Each is designed to be systematic and cyclic of one another. Constant planning,d design, development, and assessment throughout achieve the goal of effective instruction. 1. Identify instructional problems. 2. Examine learner characteristics. 3. Identify subject content, and analyze task analysis. 4. State instructional objectives for the learner. 5. Sequence content within each instructional unit. 6. Instructional objectives. 7. Plan the instructional message and delivery 8. Develop evaluation. 9. Select resources.
Gagne's Nine Events of Instruction - His ideas of instruction are called "conditions for learning" and they were broken into internal and external. His essential ingredients include teaching and getting feedback. Step 1: Gain attention. Step 2: Describe the goal. Step 3: Stimulate recall. Step 4: Present material to be learned. Step 5: Provide learning guidance. Step 6: Elicit performance. Step 7: Provide feedback -- show correctness. Step 8: Assess performance. Step 9: Enhance retention and transfer. Pros: effective, organized, good teaching practices. Cons: time-consuming, subject material may not be real-world applicable.
Kirkpatrick - A business model which uses evaluations to get feedback. Learning is the resulting increase in knowledge of capability. Measurement occurs before and after. You can use observations or individual assessments. Transfer is what occurs when behavior changes because of management. Results are the rubric. Participants should know what they are tested on and this should be implemented in the assessment.
Reigeluth's Elaboration Theory - Takes the whole and takes it into chunks to look at the parts - i.e. voice, organization, etc. The process is cyclical -- broad to the whole to the parts. Sequence - concept, procedural, and theoretical. Organize - forward chaining, backward chaining, hierarchical sequencing, general to detailed sequencing. Analysis and Evaluation Cycle - summarization, synthesize, analogy, Throughout this process, cognitive strategy activators (class materials that allow users to interact) are used. The learner is in charge of the process throughout.
Rapid Prototyping Model - Quickly mocking up the future state of a system. Concert a description of the solution to a mockup, factor in user experiences. Share the prototype with the users to see if it meets needs and expectations. Refine the process, fix things, and review. Focus on 20% of the functionality used 80% of the time. It's great for working between businesses. It allows for better communication and offers feedback. However, it does not replicate the real thing -- does not get past prototype stage.