GERLACH AND ELY INSTRUCTIONAL DESIGN MODEL
Gerlach and Ely Instructional Design Model
Jena Martin
Youngstown State University
Gerlach and Ely Instructional Design Model
Instructional designers have a very difficult and in-depth career. Each situation is different and could require the use of different instructional design models to help plan for the proper instruction. The Gerlach and Ely model is an excellent model for the use in a kindergarten to senior level educational setting. The model was developed by Vernon S. Gerlach and Donald P. Ely who wanted to make a model for teachers which would be easily implemented within the classroom.
Specification of Content and Objectives
The components of the Gerlach and Ely model are linear, although some steps within the process should be incorporated simultaneously (Fauser, Henry, & Norman, 2006). The model specifies both the objectives and content of the instruction. The teacher indicates precisely what the learners will be able to do at certain points throughout the lesson (Ledford, & Sleeman, 2000). Furthermore, the teacher will track the progress of the learners to ensure they on target throughout the course of the lesson.
Assessment of Entering Behaviors
The assessment of entering behaviors follows the specification of content and objectives. During this phase of the model, the instructor determines the current knowledge base of the learners by looking at previous records of student work (Fauser, Henry, & Norman, 2006). This process will enable the instructor to determine the learners’ understanding of prerequisite knowledge and where gaps in the instruction have occurred over the years.
In this model, there is a series of five tasks that are to be performed simultaneously during the assessment of entering behaviors. The key is to determine which combinations will best allow the students to meet their objectives (Fauser, Henry, & Norman, 2006).
1. Determination of strategy deals with how the teacher is going to teach the information at hand. This includes lectures given by the instructor, and student’s discovery of the subject matter.
2. Organization of groups relates to determining the appropriate size of the group. Group size will be determined by the tasks to be completed as well as whether the learner can complete these tasks on their own. Furthermore, the teacher must determine which tasks would be appropriate for collaboration and which tasks the teacher should present through formal instruction.
3. The allocation of time depends on the subject matter and all activities that are to be incorporated. The number of students in each group, the nature of the task at hand, and the prerequisite knowledge brought to the task are some factors which will influence the amount of time that will need to be allocated for said task.
4. Allocation of space will be determined by the various tasks that must be performed as well as what space/facilities are available for instruction. This space may include the classroom, a lab, the gymnasium, the auditorium, or the outdoors. Furthermore, students may have to conduct their own experiments and continue to discover outside of class.
5. Selection of resources is extremely critical within the process. The number and nature of resources will depend greatly on the prerequisite knowledge students bring to the lesson. Furthermore, the age and maturity of learners may influence whether all resources will be offered by the instructor or if students are expected to acquire the knowledge on their own.
Evaluation of Performance
Determining how well the students have learned the information is part of the Evaluation of Performance section of the Gerlach and Ely model. This phase of the model also assesses the effectiveness and efficiency of the instruction. Teachers must have adequate assessments in place, which allow them to determine how well the students have processed the information.
Analysis of Feedback
Analysis of feedback is communication between the teacher and the student regarding the assessment. During this phase, the learner will realize what types of things they did wrong and how they can correct those mistakes.
The Gerlach and Ely Model
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One weakness that this model contains is the lack of a formative assessment. The evaluation of instruction is through the teacher’s prospective, rather than that of the student. The Gerlach and Ely model is clearly stated and well organized. Furthermore, this model can be applied to any subject area and any grade level from Kindergarten to seniors in high school. This model is extremely organized and offers a clear, linear flow between the stages within the model. It also provides a smooth transition in teaching between the sections within the model. Another strength of this model lies within the beauty of its simplicity. Although the model is extremely simple to implement, it can be applied to complex situations.
References
Fauser, M, Henry, K, & Norman, D. (2006, February 6). Comparison of alternative instructional design models. Retrieved from
Ledford, B, & Sleeman, P. (2000). Instructional design: a primer. Information Age Pub Inc.
Orellana, A, Hudgins, T, & Simonson, M. (Eds.). (2009). The perfect online course best practices for designing and teaching. Information Age Pub Inc.
Qureshi, E. (2003, May). Instructional design models. Retrieved from
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