An Instructional Design Model

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An Instructional Design Model

• Kelly M. Hanley
• Northwestern State University
• ETEC 5760
• 041.ETEC.5760.021
• Spring 2004
• hanleyk_at_email.com

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Defining Instructional Design

• The process through which an educator determines
  the best teaching methods for specific learners
  in a specific context, attempting to obtain a
  specific goal.
• -Walter Dick and Lou Carey
  

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Model DevelopersWalter Dick and Lou Carey

• A non-linear learning model that provides for
  objective-based instruction to students.
• Educators have the freedom to design their
  instruction so that they may cross the 6 steps of
  the learning model.

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Step 1 Assess Instructional Needs

• Your curriculum guides and benchmarks will be
  your most logical starting point. They can also
  help you answer
• 1. Who are your students?
• 2. What prior subject knowledge do you
• expect these students to have?
• 3. What are your instructional objectives?

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Step 2 Analyze Learners

• The students cum folders and documentation
  records from the previous teachers will be a big
  help to you here. They can also help you answer
  these questions
• 1. What are your students learning
• styles?
• 2. How have you students socioeconomic
• circumstances affected their academic
• performance?
• 3. What are your students ages, races, and
• primary language?
  

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Step 3 Write Learning Objectives

• Objectives must be clear and specific to what the
  learner will be able to accomplish at the end of
  the instructional period.
• Some things to keep in mind
• 1. Your test items should come from your
• objectives.
• 2. Know what your activity goals are.
• 3. Know what you want your students to be
• able to demonstrate.
• 4. Objectives are written from skill and
  task
• performances.

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Step 4 Select Instructional Strategies

• Educators may borrow elements of R. Gagnes Nine
  Events of Instruction to organize those
  teachable moments.
• 1. Gain Attention- getting a students full
• focus is half the battle.
• 2. Inform Learners of Objectives- tell the
• students what they are going to learn
• today.
• 3. Stimulate Recall to Prior Learning-
  connect
• todays lesson to one from past learning
  
• experiences.

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Step 4 Select Instructional Strategies
Continued

• 4. Present the Content- teach your skills.
• 5. Provide Learner Guidance- examples,
• examples, and more examples.
• 6. Elicit Learner Guidance- let it be a
• student lead question and answer
• period ending with assigned homework.
• 7. Provide Feedback- teachers will interact
• with their students on an individual
  basis or in
• a cooperative group setting.

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Step 4 Select Instructional Strategies
Continued

• 8. Assess Learning- test time!
• 9. Enhance Retention and Transfer-
• educators will re-teach the skill or add
  
• an enrichment skill that will enhance
  the
• learning situation.

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Step 5 Develop Materials

• In this step educators need to be mindful of
  budgetary concerns, what will be age-appropriate
  for their students, reliable and up-to-date
  resources, and what modifications will be needed
  for all students to have success with the
  learning experience.
• Examples of materials would be
• 1. textbooks
• 2. pre/post tests
• 3. worksheets
• 4. computer-based instructional learning
• 5. audio/visual aids
• 6. manipulatives
  

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Step 6 Evaluate Instruction

• An educator must be able to evaluate his/her
  lesson plan for what worked and what didnt.
  This is not a conclusion made from the students
  assessment!
• Ways to evaluate
• 1. Keep a reflection journal.
• 2. Ask for a co-workers input.
• 3. Ask for your principals input.

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Resources

• Broderick, Curtis L. (2001). Instructional
  Systems Design What its all about.
  Retrieved February 4, 2004, from
• http//www.geocities.com/ok_bcurt/ISDallabout.htm
• Elements of Instruction. (2003). Retrieved
  February 4, 2004, from
• http//www.ion,illinois.edu/IONresources/instructi
  onalDesign/instruction.asp
• Reference Guide for Instructional Design and
  Development. (2002).
• Retrieved February 4, 2004, from
• http//www.ieee.org/organizations/eab/tutoria
  ls/refguide/mms01.htm