Skillset #1: Instruction Design Process
Part One
Describe a traditional approach for designing training or instruction.
As a member of our buildings PLC (Professional Learning Communities) committee, I’ve
worked to implement various strategies aimed at improving student learning opportunities and
developing collaborative atmospheres for our staff in hopes of improving the overall PLC
initiative that we’ve developed at Kearney Middle School. One of the major programs we’ve
worked to implement over the last couple years is a Teacher Observation program at our
school. As our committee evaluated our PLC process, we felt that the opportunity for our staff
to observe other successful teachers displaying their “craft” was an important learning tool in
developing new approaches as it would allow members of the KMS staff a chance to see
new/different teaching approaches, different classroom management approaches, how various
teachers/students interact, how various teachers collaborate with one another, etc…
In the past, our staff had gone to other successful schools through the Kansas City metro
to gain insight into this matter. As our PLC team sat down to analyze the situation, we came to
the realization that some of the best teaching in the KC area, and the state of Missouri for that
matter, was occurring right here at our own school (as evidence by our MAP scores)! So, rather
than venturing out to schools/classrooms/teachers that we were unfamiliar with, we
brainstormed about the possibility and logistics of doing our observations right here at KMS!
Once that brainstorming session was completed, the following ideas were put into place.
First, our PLC committee began organizing the process with the hope of making it
“minimally intrusive” for both the observing teacher and the observed teacher. Those in
education can attest, some teachers can be standoffish when approached about having
outsiders in their classroom. However, one of the key components of implementing PLC ideals
is developing an atmosphere that emphasizes collaboration. With that understanding, we
presented the topic to our teachers during their regular Team Meeting times, so as not to take
away from their Individual Plan time, and laid out the process in a clear, concise, systematic
method. During the presentation to the staff, I continually emphasized the fact that Teacher
Observations (which is what we were asking the staff to complete) were not Teacher
Evaluations! There was a fear amongst some of our staff that the individuals observing their
class would be judgmental, could possibly “grade” certain aspects of the class they observed,
etc… It was imperative that I fully explained that this was a collaborative learning experience
for the teacher who was completing the observation. These observing teachers were going to
get the opportunity to view different lesson plan techniques, classroom management
approaches, a snapshot of how different educators interact with students, etc…
The next step was to share with the staff the Observation Form that they would be using
while sitting in on a class. The form, which was minimal in its scope, provide areas for the
observing teacher to note quality approaches that they could use in their own classes, an area
for questions that they would like to ask the teacher whom they’d observed, as well as areas for
general note-taking. By providing this form, it was our hope that the observing teachers would
feel a bit of guidance as they began the observation process. Likewise, by providing the form to
all staff, the teachers who had anxiety about being observed realized that this truly was nothing
more than a collaboration learning experience. The
Lastly, I explained to our staff that deadlines for having their peer observations
completed. Initially, we encouraged our teachers to have one peer observation done per
semester. In addition, our staff was encouraged to communicate with one another in order to
setup classes/teachers they wanted to observe. As this process of communication began, the
collaborative piece tied to our PLC initiative was well underway. As the peer observations were
completed, the forms were scanned and emailed to our PLC committee so that we had
documentation of the experience. From the feedback we received, with the majority of it being
extremely positive, our committee was able to amend the process to meet some of the
teacher’s needs. With those adjustments, we were able to improve on the process and repeat
the observations again during the second semester.
How would I change this using a systematic process?
If I/our PLC Committee were to reevaluate the process for implementing this program
with our staff, there are definite systematic process changes that would be utilized. As
explained in the text, “it is important that the instruction be effective, efficient, and on target.
Thus, the goal for the instructional designer is to design and develop instruction that will
improve performance in the most effective and efficient manner.” (Morrison) With an
overview illustrating the impact that a systematic process can have on creating a positive
learning environment and in accordance with the Backwards Design Model, our initial approach
should have centered on discussing, determining, and designing the essential questions we
hoped our learners (the staff at KMS) would investigate and learn through the Peer Observation
process. With this understanding, we’d develop questions that each learner would examine
before, during and after their observation experience. From those essential questions a
collaborative atmosphere could be forged between the observing teacher and the observed
teacher, the observing teacher and members of the PLC committee, etc… about the positive
impact the observation activity had on their forthcoming teaching opportunities.
In following with the Backwards Design model, our next step would have been to create
our summative evaluation. In this case, our committee could have discussed, drafted and
established our post-observation survey that we asked all teachers to complete. This
anonymous survey provided our committee extensive feedback about the experiences that our
staff enjoyed, the suggestions they offered for how to improve the program and general insight
into the collaborative culture that we have at Kearney Middle School. The saying “begin with
the end in mind” can be used to describe the creation of this survey. We knew that we’d be
flooded with reviews for observation experience, but through our utilization of this design
approach we would have been better able to focus some of the information our audience had
to share.
After having completed both the essential questions and the summative evaluation, a
much clearer image of the next step, creating activities and/or outlining observations
expectations, would have systematically appeared. Prior to building our lesson using
systematic design principles, we’d originally started our design process with this step, which in
hindsight probably led to some of the organizational issues we faced. At this point, a clear
direction has been created for this activity and the systematic design approach has proven
extremely valuable.
Part Two
Question #1 - What does it mean to use a “systematic” instructional design process?
To use a systematic instructional design process, simply put, means to have plan. This plan
includes devising and implementing an orderly, detailed and differentiated learning
environment that produces quality learning opportunities. As this “systematic plan” is
constructed, it should be noted that a clear understanding of design principles strengthens the
process and therefore can allow for improved human performance.
In other words, to use a systematic instructional design process means to create a learning
platform with various components being added, by the designer, to best meet the learning
targets or essential questions. By utilizing this method of instructional design, a clear and
concise path is laid out with which to explore the ideas of who, what, where, when, why and
how. This path, which includes analyzing, designing, developing, implementing and evaluating,
provides guidance to the developers as they work to enhance the learning opportunities.
.
Question#2 - How would you know if a systematic process is actually used?
One of the easiest steps in examining whether a systematic design process is used
would be to analyze data related to whether or not information is consistently learned. Do the
learners consistently show that they learn the material being presented? If so, the end goal of
“learner learning” has been achieved. From that point, one could investigate the use of
planning materials to explore the thoroughness of the actual design process. At this point,
there could be some exploration into areas such as; was there a focus on meeting
differentiated learning needs? Is there evidence that deficiencies or essential questions were
analyzed? Has a thorough review of the process been completed so that an accurate
evaluation has been registered?
From my experience, most designers implement some sort of outline or process when
developing/designing these materials. In order to check or ensure those blueprints are
systematic is a sizable challenge, especially if the design yields results. To make certain that a
systematic process is utilized; one would need to discuss the process that was implemented in
designing the program. Was there a clear, well-thought-out process that incorporated various
aspects of a design process? Was a model like Backwards Design or ADDIE embedded within
the process? Were evaluations completed to illustrate that learning occurred? These are the
trademark qualities of a systematic design process, so looking for them in determining whether
or not a systematic process was/is utilized is a must.