Instructional Design Paper



Instructional Design Paper

Emily Smith

January 28, 2009

An old proverb says if you fail to plan, then you plan to fail. How many times does a pre-service teacher hear this statement? One may reply that the number is too many to count on both hands and feet. Many veteran teachers still remember the echoes of the proverb from their time in undergraduate classes before beginning their teaching careers. A closer look at this proverb poses an interesting question. How often do the veteran teachers pause to reflect on the planning that they are doing? After reviewing several instructional design models, it is clear that all educators, new and old, should actively participate in examining how they design instruction. The ADDIE model, Gagne’s nine events of instruction, and understanding by design are three models that educators can use to redesign the old habits of planning instruction.

Instructional Design Definitions

Learning Theories Knowledgebase (2009) describes the ADDIE model as a five phase design that serves as the basic structure for numerous other instructional design models. Steven J. McGriff (2000) states that “instructional design is the systematic approach to the analysis, design, development, implementation, and evaluation of learning materials and activities.” These are the five phases of the widely used ADDIE model. Along with the ADDIE model, Robert Gagne has mapped out the nine events of instruction. Lori Kilpatrick (2001) states that “Gagne believes that effective instruction should reach beyond traditional learning theories. He supports cumulative teaching that transitions from simple to complex skills.” Don Clark (2004) adds that instructional design theories have three common strategies, which are the organizational strategy, the delivery strategy, and the management strategy. In addition to the ADDIE and Gagne models, Grant Wiggins and Jay McTighe (2005) remind readers that their book, Understanding by Design, is “focused on developing and deepening understanding of important ideas” (p.3). Furthermore, Wiggins and McTighe suggest “what we provide, rather, is a way to design or redesign any curriculum to make student understanding (and desired results generally) more likely” (p.7). New and veteran teachers alike are challenged to reflect on their best practices and reshape those practices starting with the end results first. Ultimately I believe that instructional design is the process one uses to organize and guide classroom instruction in order to meet the needs of all learners.

Comparisons of Three Different ID Models

In comparing the three models of instructional design, the ADDIE model serves as the backbone of many of the other models. The ADDIE process consists of first analyzing the needs of the situation. Then one can design the objectives that meet the needs of the learners involved. The third step is for developing the lesson plans and materials that will be needed. Implementing the design and delivering it to the learners is the next step in the ADDIE process. A summative evaluation takes place as the last step of this model; however, evaluations can also be ongoing throughout the ADDIE process. Robert Gagne’s nine events of instruction are closely related to the ADDIE model. Both models begin at the beginning with simple tasks and end with more complex tasks. Gagne’s model resembles the main way that most teachers instruct their students. The first thing involved in Gagne’s model is the hook, which is designed to get the students’ attention. Once the interest has been aroused, the students find out what they are learning that day. Teachers then tap into the prior knowledge of the students and present the material. After presenting the material, the student uses guided practice to practice the task, and then the student performs the task on his own. The teacher provides feedback during both of these steps. Eventually, the teacher assesses the students’ understanding of the material presented and finally gives the students an activity to show that they can transfer what they have learned to a new situation.

The understanding by design, or backwards design, follows a systematic process similar to ADDIE and Gagne. The biggest difference of the backwards design model is that the designer is asked to start with the end results first. In stage one, the designer states the goals of the unit plan. Using these goals, the designer identifies the big ideas, enduring understandings, and the essential questions for the unit. What students will know and be able to do is also identified in stage one. Stage two involves creating the performance tasks. The performance tasks are how the students will demonstrate what they know about the material taught. Designers often begin designing these tasks based on the rubric that will be used to grade the performance. Other evidence, such as teacher observation, will be listed during stage two. Stage three is for designing the experiences that the students will need to achieve the goals, or desired results, stated in stage one. WHERETO is an acronym used by designers in stage three to help tailor the experiences to the needs of the students. This step is the most similar to Gagne’s nine events of instruction. Ultimately, all three models discussed can be the starting point for reflecting on and redesigning instruction.

Value and Roles of Instructional Design

To value means to rate according to importance, worth, or usefulness. The value of using an instructional design model reminds one of the old proverb regarding the pitfall of not planning properly. Taking the time to systematically plan instruction not only helps the designer to be successful, but it also shows the learner that one cares about him and wants him to be successful. Hopefully, veteran teachers, as well as new teachers, will see the value of instructional design and take the time to reflect on their practices to see what can be improved.

My ideal role as a future media specialist will allow me to share my love of reading and learning with middle grades students. My future role will also allow me to assist teachers with the integration of technology and instructional design planning. My current role is as an eighth grade literature teacher who adheres to the county scope and sequence. Since literature and language arts are two separate classes in my county, I find myself muddling through the combined English language arts Georgia performance standards.

Lessons Learned

In the future, I see myself working with my literature and language arts colleagues in sixth, seventh, and eighth grades to redesign writing instruction for our school. I will implement the stages of the backwards design so that the plan establishes goals that are user-friendly and consistent across grade levels. I feel like the lessons I have learned from this assignment are both personal and professional. I realize that I need to examine my best practices to see if they are truly beneficial for my students. If I find areas that need improvement, I can use one of the models I have researched in order to make those improvements.

Clearly, comparing instructional design models is beneficial. One can identify areas to improve and then choose one of the models in order to make the improvements. Many veteran teachers can use one of the models to spice up a unit that they have been teaching for years. I have been challenged to review my own practices in planning instruction. Now the challenge is yours.

References

Clark, D. R. (2004), Instructional System Design Concept Map. Retrieved January 26, 2009, from

Killpatrick, L. (2001). Gagne's Nine Events of Instruction. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved [pic]January 26, 2009, from [pic]

Learning Theories Knowledgebase (2009, January). ADDIE Model at Learning-. Retrieved January 25th, 2009 from



McGriff, S. J. (2000, September). Instructional System Design (ISD): Using the ADDIE Model. Retrieved January 26, 2009, from

Wiggins, G. & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

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