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LEARNING OBJECTIVES:
An instructional design model provides guidelines to organize appropriate pedagogical scenarios to achieve instructional goals. Instructional design can be defined as the practice of creating instructional experiences to help facilitate learning most effectively.
WARM UP ACTIVITY
Create the Maslow's pyramid (Maslow's hierarchy of needs)
There are numerous instructional design models. These are commonly accepted design models:
ADDIE Model: Instructional Design
For many years now, educators and instructional designers alike have used the ADDIE Instructional Design (ID) method as a framework in designing and developing educational and training programs. “ADDIE” stands for Analyze, Design, Develop, Implement, and Evaluate. This sequence, however, does not impose a strict linear progression through the steps. Educators, instructional designers and training developers find this approach very useful because having stages clearly defined facilitates implementation of effective training tools. As an ID model, Addie Model has found wide acceptance and use.
Addie: Stages
Analysis
The Analysis phase can be considered as the “Goal-Setting Stage.” The focus of the designer in this phase is on the target audience. It is also here that the program matches the level of skill and intelligence that each student/participant shows. This is to ensure that what they already know won’t be duplicated, and that the focus will instead be on topics and lessons that students have yet to explore and learn. In this phase, instructors distinguish between what the students already know and what they should know after completing the course.
Design
This stage determines all goals, tools to be used to gauge performance, various tests, subject matter analysis, planning and resources. In the design phase, the focus is on learning objectives, content, subject matter analysis, exercise, lesson planning, assessment instruments used and media selection.
Development
The Development stage starts the production and testing of the methodology being used in the project. In this stage, designers make use of the data collected from the two previous stages, and use this information to create a program that will relay what needs to be taught to participants. If the two previous stages required planning and brainstorming, the Development stage is all about putting it into action. This phase includes three tasks, namely drafting, production and evaluation.
Implementation
The implementation stage reflects the continuous modification of the program to make sure maximum efficiency and positive results are obtained. Here is where IDs strive to redesign, update, and edit the course in order to ensure that it can be delivered effectively. “Procedure” is the key word here. Much of the real work is done here as IDs and students work hand in hand to train on new tools, so that the design can be continuously evaluated for further improvement. No project should run its course in isolation, and in the absence of proper evaluation from the IDs. Since this stage gains much feedback both from IDs and participants alike, much can be learned and addressed.
Evaluation
The last stage of the ADDIE method is Evaluation. This is the stage in which the project is being subjected to meticulous final testing regarding the what, how, why, when of the things that were accomplished (or not accomplished) of the entire project. This phase can be broken down into two parts: Formative and Summative. The initial evaluation actually happens during the development stage. The Formative phase happens while students and IDs are conducting the study, while the Summative portion occurs at the end of the program. The main goal of the evaluation stage is to determine if the goals have been met, and to establish what will be required moving forward in order to further the efficiency and success rate of the project.
Bloom’s Taxonomy
Together with Edward Gurst, David Krathwohl, Max Englehart and Walter Hill, psychologist Benjamin Bloom released Taxonomy of Educational Objectives in 1956. This framework would prove to be valuable to teachers and instructors everywhere as it allowed educators to categorize learning goals. It would later become popularly known as Bloom’s Taxonomy.
Bloom’s Original Taxonomy, 1956
Knowledge: The student is able to recall specific information, ideas, and facts, or is aware of particular patterns in rehearsed settings. Comprehension: The student demonstrates understanding of the processes taught without having to make connections to explicitly stated ideas. Application: The student is able to apply the knowledge taught to an idea rather than a particular event. Analysis: The student is able to decipher ideas or explicitly express information in parts. Synthesis: The student is able to assemble information together to form cohesive ideas. Evaluation: The student is able to develop judgements about the material provided in order to meet the learning objective.
Bloom’s Revised Taxonomy, 2001
Bloom’s Taxonomy underwent a review at the beginning of the 21st century, and emerged with a new title: A Taxonomy for Teaching, Learning, and Assessment. The new title is significant because it moves away slightly from Bloom’s original idea of “educational objectives”. The psychologists, researchers and theorists involved in the revision of Bloom’s Taxonomy aimed for a more dynamic idea of classification, which included testing, instruction, and assessment.
Remembering: involves retrieving prior knowledge from long-term memory and using the connections to aid in current understanding. Understanding: includes using strategies to draw conclusions from current information, such as summarizing and interpreting ideas, comparing meaning from messages, and interpreting both oral and written texts. Applying: requires implementing the procedure for learning. Analyzing: entails dividing information into meaningful parts, while ensuring that they the parts remain relevant to the each other and the overall goal. Evaluating: includes critiquing and assessing information based on the outline learning criteria. Creating: involves organizing the ideas into a new structure to form a coherent pattern of understanding.
Gagne’s Nine Events of Instruction
Using this adaptive model, teachers can connect with students in a way that is suitable to their learning styles in any given circumstance. Through this manner, students achieve more optimal learning outcomes and become true subject matter experts.
The nine steps of Gagne’s “Events of Instruction” are:
Gaining the attention of the students Informing the learner of the objective Stimulating recall of prior learning Presenting the content Providing learning guidance Eliciting the performance Providing feedback Assessing the performance Enhancing retention and transfer
Gaining attention
No educator on Earth can teach a subject without first getting the student’s attention. This is easier said than done, but failing in this first task sets all subsequent tasks up for failure, too. Students enter class with their minds on other things, and it’s the teacher’s job to get them primed, focused, and ready to learn the topic at hand.
Informing the learner of the objective
When giving speeches, we’re often told to “tell them what we’re going to tell them.” That idea holds true here, as well. Once we have their attention, we want to quickly educate the student about what they should expect to learn during the lesson. This further primes them and gets them ready to receive information and predict what they’ll need to comprehend and deliver at the end. The best way to accomplish this step is to outline the concrete learning objectives and outcomes simply.
Stimulating recall of prior learning
After you’ve gotten their attention and explained the lesson’s objectives, it’s time to prime them even further and draw out their prior-learned knowledge of the given topic. Having students remember what they know provides a refresher, so they’re ready to add to that foundation via scaffolding techniques.
Presenting the content
Ideally, this presentation stage should be carefully planned out, but with enough flexibility to allow for spontaneous discourse. Teachers should strive to offer material using various delivery methods, such as audiovisual media, lectures, physical demonstrations when applicable, and hands-on practice whenever possible.
Providing learning guidance
Before and during the content presentation, it’s beneficial to provide students with examples of suitable outcomes. This way, there is no confusion about what will be considered acceptable versus what falls outside that range. For instance, if you ask them to write an essay, it’s handy to offer them a sample of what a perfect essay would look like for the purpose of the lesson. Giving an example of what not to do is an excellent way to offer contrast, so they can avoid making mistakes.
Eliciting the performance (practice)
They must either practice or demonstrate their newfound knowledge in a manner you can assess. This is known as eliciting the performance, i.e., giving them the chance to show you that they did their job and learned what you taught. It’s a critical step because it allows educators to gauge their success and lets the student practice and thereby reinforce knowledge. Repetition always helps with memorization as well as confidence-building
Providing feedback
Instructor real-time feedback is crucial to completing the teaching-learning cycle. Generally-speaking, feedback should be personalized, constructive, positive, and immediate. There are a few unique types of feedback with specific purposes:
Assessing the performance
Assessment techniques include giving oral quizzes or offering pre- and post-lesson quizzes to measure learning efficacy. No matter which methods are used, they should be objective, logical, and based on pre-established criteria outlined in rubrics when practical.
Enhancing retention and transfer
Once teachers have assessed the above steps’ effectiveness, it is time to build upon them to increase retention and transfer. Here, retention implies the student’s ability to internalize then remember what they learned, whereas transfer describes their capacity to apply the knowledge and skills in the real world. Both are readily enhanced through an abundance of practice, though to the greatest extent possible such practice should be creative and not merely rote repetition, which tends to bore learners. Another potential problem educators can run into with this step is time itself, for it’s often difficult to squeeze in meaningful practice at the end of lessons.
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