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Instructional Design
Models
EDU 560 Fall 2012
Online Module
November 13, 2012
+ Do You Recognize This?
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At the beginning of each school year hundreds of teachers across
grade levels give their new class “Student Interest Surveys.”
Teachers are curious to learn as much as they can about their new
students in order to see how they learn best.

By doing so, teachers are beginning the process of Instructional
Design
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
Instructional Design is the practice of
creating “instructional experiences
which make the acquisition of
knowledge and skills more efficient,
effective, and appealing.” (Wikipedia)
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Instructional Design is the systematic
development of instructional
specifications using learning and
instructional theory to ensure the
quality of instruction. It is the entire
process of analysis or learning needs
and goals and the development of a
delivery system to meet those needs.
What is
Instructional Design?
(University of Michigan)

Instructional Design involves:
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knowing your students, what they
already know, and knowing what
methods work best in teaching them
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Does Instructional
Design Look the Same
for Everyone?
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Instructional Design looks different in
different organizations. For example, it
looks different in K-12 education then it
does in the government, the military, or
within corporations
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Instructional Designers must take care
to be aware of the organization’s goals,
rules, policies, and available materials.
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In education teachers act as
Instructional Designers. As teachers,
we look at the following to aide our
Instructional Design:
 Standards
 Assessments
 Time
 Goals
 Curriculum
 The needs of our learners
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Instructional Design
Models
ADDIE
Model
Dick & Carey
Model
There are several different models and
methods that have been developed and
implemented over the years
Merrill’s First
Principles of
Instruction
Kemp’s
Instructional
Model
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Merrill’s First Principles of
Instruction
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Created by M. David Merrill, these principles are used to
identify good instructional design, regardless of teaching
strategy.
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The 5 Principles are:
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Task/Problem: students learn when instruction centers around
real-world tasks or problems
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Activation: students learn when prior knowledge is activated
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Demonstration: students learn when new knowledge is
demonstrated to them in the context of real world problems
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Application: students learn when they perform real world tasks
and receive feedback
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Integration: students learn when they integrate new knowledge
into their existing world
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Dick and Carey Systems Approach
Model
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Originally published by Walter Dick and Lou Carey in 1978
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The approach to this model is to see instruction as an entire
system (as opposed to looking at it as the sum of isolated
parts)
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It focuses on the interrelationship between:
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Context
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Content
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Learing
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Instruction
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Dick and Carey Model
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Kemp’s Instructional Model
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Developed by Jerold Kemp
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Defines 9 different components of instructional design and a
continuous implementation/evaluation model
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The key to Kemp’s model is that it is a continuous model that
requires planning, design, development and assessment
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The 9 components are:
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Identify instructional problems and specify goals
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Examine learner characteristics
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Identify subject content and analyze task components related to goals
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State instructional objectives for the learner
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Sequence content within each instructional unit
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Design instructional strategies so each learn can master content
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Plan the instructional message and delivery
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Develop evaluation instruments to assess objectives
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Select resources to support instruction and learning activities
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Illustration of Kemp Model
+ The A.D.D.I.E. Model
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The A.D.D.I.E. Model is thought to be
one of the most commonly used models
for creating instructional materials
(lessons or units)
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It contains 5 phases:
The A.D.D.I.E.
Model
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Analysis
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Design
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Development
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Implementation
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Evaluation
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Each phase has its own sub-set of tasks
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We’ll focus most of our attention in this
module on understanding each phase
and demonstrating how to apply the
A.D.D.I.E. model
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Analysis
Design
Development
Implementation
Evaluation
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There are 4 parts to the Analysis phase:
1.
Development of Instructional Goals: what is
it you want your students to learn?
2.
Instructional Analysis: what are all of the
steps needed to carry out the objectives and
meet the goals?
3.
Learner Analysis: what do your students
already know how to do? What knowledge
on the subject do they already have that
doesn’t need to be taught? Surveys and
questionnaires can be given to determine
this
4.
Learning Objectives: what should your
students be able to do when instruction is
complete? “By the time my students finish
this lesson they should be able
to________________.”
Strong Verbs:
describe/demonstrate/show/explain
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Analysis
Design
Development
Implementation
Evaluation
http://www.youtube.com/watch?v=JZdv5lrJ
s4U
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Analysis
Design
Development
Implementation
Evaluation
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The Design phase is the second phase
in the A.D.D.I.E. model. It has 3
components:
1.
Design Assessments: it’s important to
know how you will assess if your
instruction was effective. Keep the
following in mind when designing
assessments:
 What are your goals?
 What do your learners already know?
 Try to teach in context and
appropriate settings (for example, if
you are teaching how to create a
PowerPoint slide show it makes sense
to teach your learners in a computer
lab where they can demonstrate
practice and knowledge)
 Make sure assessments are written
clearly and grammatically correct.
No trick questions! You are testing
your student’s skill knowledge, not
their test-taking ability
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2. Choose a Course Format: what delivery
system(s) will you use to deliver your
instruction?
Examples include:
Analysis
Design
Development
Implementation
Evaluation
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In Class Lecture
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Online module like this one
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Self paced workbook
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Webinars
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Blended learning (a combination of
different formats)
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3. Instructional Strategy: how will you
deliver your instruction?
Examples include:
Analysis
Design
Development
Implementation
Evaluation
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Lectures
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Readings
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Discussions
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Projects
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Worksheets
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Activities
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Group work
Things to keep in mind: how will you motivate
your learners? How will you illustrate your
objectives? Make sure your content is concise.
Will your learners participate and practice?
Will you provide feedback?
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http://www.youtube.com/watch?v=BhLIiF9
QyTo
Analysis
Design
Development
Implementation
Evaluation
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Analysis
Design
Development
Implementation
Evaluation
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The Development phase is where you
will create and assemble your content
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After developing all of your content be
sure to complete a run-through
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Its important to look back at your
Leaner analysis- you need to know what
your students already know so you
don’t waste instructional time repeating
content
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Analysis
Design
Development
Implementation
Evaluation
http://www.youtube.com/watch?v=VzYD
NWhQWYA
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Analysis
Design
Development
Implementation
Evaluation
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While the Implementation phase is
where you will deliver instruction there
are some tasks that need to be
complete in order to do so
1.
Train the Instructor: in most instances
the teacher will be developing and
implementing the content. If this isn’t
the case this is when you would train
the person delivering instruction
2.
Prepare Learners: make sure your
students are ready for instruction. Are
there prerequisites they need? Do
they need to attend any orientation
before they receive your content?
3.
Arrange the Learning Space: gather
any materials you will need to
complete your instruction. If using
technology be sure to TEST IT FIRST to
make sure it will work! Don’t wait until
you have students in front of you!
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Analysis
Design
Development
Implementation
Evaluation
http://www.youtube.com/watch?v=q8yky
6-P1Uw
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Analysis
Design
Development
Implementation
Evaluation
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There are two parts to evaluation:
formative and summative
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Formative Evaluation: you should be
evaluating your instructional materials
and objectives as you go. Is everything
you are doing planned toward meeting
the goal objectives?
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Summative Evaluation: tests that show
whether content was mastered. There
are different areas to be evaluated
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Reaction: how did the students
respond to your content? Surveys
can be used for this phase. Consider
open ended questions as well
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Learning: posttest tests. Multiple
choice, performances, questionnaires
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Behavior: with training, this is
performance within a setting
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http://youtu.be/CBoI0wBo4vw
Analysis
Design
Development
Implementation
Evaluation
+
Understanding by Design (UbD)
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Understanding by Design
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Developed by Grant Wiggins & Jay McTighe
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Also known as “Backwards Design”
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A “framework” for designing curriculum units (not individual
lessons), performance assessments, and instruction that leads
to greater understanding by students
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Three Stages of Backwards Design
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Stage 1: Identify Desired Results
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What should students be able to know, understand, and be able to
do?
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What knowledge do we expect students to have when this unit
ends?
During this stage think about goals and state standards
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Three Stages of Backwards Design
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Stage 2: Determine Assessment Evidence
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How will we know students met their goal?
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What will we accept of evidence of transfer of knowledge?
“6 facets of learning”- if students understand they can:
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Explain in their own words/justify positions/show reasoning
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Interpret data/text/experiences through analogies, stories, models
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Apply new knowledge
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Demonstrate perspective (see the big picture) recognize point of view
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Empathize with others by showing sensitivity
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Have self-knowledge by showing awareness, reflection
Not all facets need to be addressed in every assessment
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Three Stages of Backwards Design
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Stage 3: Planning Learning Experiences and Instruction
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What knowledge and skills do students need to achieve the
desired result?

What activities, sequence, and resources are best suited to
accomplish the goal?
+ Overview
+ UbD Template Overview
rd Grade Lesson
Typical
3
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rd Grade Lesson: UbD
Same
3
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References
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http://www.personal.psu.edu/bxb11/LSI/LSI.htm
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http://people.usd.edu/~bwjames/tut/learning-style/stylest.html
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http://www.educationplanner.org/students/self-assessments/learning-styles.shtml
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http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
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http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
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http://en.wikipedia.org/wiki/First_Principles_of_Instruction
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http://www.nwlink.com/~donclark/history_isd/carey.html
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http://elearningcurve.edublogs.org/2009/06/10/discovering-instructional-design-11-the-kemp-model/
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http://www.jclarkgardner.com
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http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
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http://michelemartin.typepad.com/ADDIE.pdf
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http://raleighway.com/addie/
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http://pixel.fhda.edu/id/toc.html