Learning Plan 1
WIDS Model and Performance Based Learning
Information
Overview
When you design learning experiences, you need strategies and tools. The WIDS Model gives you both.
WIDS is a performance-based learning model that addresses the WHO, WHAT, WHEN, and HOW of
learning and assessment. In this learning plan you will be introduced to the WIDS model and build the
foundation for a performance-based learning and assessment plan for your own course offerings.
Target Competencies
Apply the features of performance-based learning to your specific curriculum development project.
Linked Core Abilities
Think critically and creatively
You will demonstrate your competence:
o by constructing a foundation for a performance-based framework that will be filled in
throughout this training.
Your performance will be successful when:
o foundation describes the target population of students.
o foundation includes a program map with courses or modules of instruction indicated.
o foundation lists the topics included in at least one module or unit of instruction.
Learning Objectives
a. Examine the WIDS model
b. Identify the terminology associated with the WIDS model
c. Identify characteristics of the students you expect to enroll in your program
d. Identify your strengths and weakness as a teacher in reference to delivering a performancebased learning experience
Apply the features of performance based learning to communication with your students
Linked Core Abilities
Think critically and creatively
You will demonstrate your competence:
o by writing a short paragraph that explains criterion-based grading using the features of
performance-based learning.
Your performance will be successful when:
o paragraph is brief and easy to understand.
o paragraph avoids or explains jargon.
o paragraph targets students as the audience.
o paragraph explains that students will be given competencies and performance standards at
the beginning of the or unit of instruction.
o paragraph explains that students are not measured against the performance of other
students, but graded according to how well they perform the competencies.
o paragraph explains that students must achieve all competencies at a minimum level to pass
the course.
o paragraph explains that assessment focuses on the competencies.
Learning Objectives
a. Describe the essential features of performance-based learning
b. Identify the advantages and disadvantages of performance-based learning for the student
and instructor
Learning Activities
_____1.
_____2.
_____3.
_____4.
_____5.
_____6.
VIEW the Instructional Design System Overview presentation.
COMPLETE the WIDS Bulls-eye
VIEW the performance-based learning presentation. FOLLOW ALONG with the information
under the first tab of the training manual.
CONSIDER your own teaching style. REVIEW the chart on page 3 that compares performance
based learning to the traditional model of teaching.
COMPLETE the Teaching and Learning Analysis activity sheet. DISCUSS with the group any
insights you'd like to share.
THINK ABOUT this training and what you would like to achieve from it. COMPLETE the
workshop goals activity sheet (Practice Handout 1.1)
Assessment Activities
_____1.
_____2.
WRITE a short paragraph to your students explaining criterion-referenced grading. Use
Assessment Sheet 1.1
FILL IN information for foundation of framework for description of target population (who are
your students), and courses or modules / units that make up your program. Use Assessment
Sheet 1.2
Instructional Design System
The WIDS Model
*What is an Instructional Design System?
An instructional design system, or IDS, is a framework to facilitate teaching and
learning that can be applied to a body of knowledge or subject area. The system
includes everything from the “what” you will be teaching, to the “how” you will teach it, to
the how you will “assess” whether learning has happened or not. It is more than just a
curriculum. It is a comprehensive system that integrates all aspects of your students’
learning experience to achieve a pre-defined outcome.
*What is the WIDS model?
The Worldwide Instructional Design System (WIDS) is a model for instructional
design that helps you, the teacher or curriculum designer, plan teaching and learning
activities that are student-centered, and performance based. It uses the questions of
WHO? WHAT? WHEN? and HOW? to outline a uniform, yet flexible, high quality
system of instruction and performance assessment. The WIDS model will help you
answer….
WHO are my learners?
WHAT do they need to learn?
WHEN will they, and I, know that they have learned?
HOW will I help them learn?
Instructional design happens from the inside out—you start with the knowledge of where
you want to end up; in other words, with the standards you are teaching to.
Instruction happens from the outside in. Learners what to know what they will be
learning and what activities will help them learn, and they deserve to have this
information from the very start.
*What is performance-based teaching and learning?
Performance-based teaching and learning is an approach in which results are
specified before instruction begins. Results must be demonstrated by the student in
order to successfully complete the learning experience.
Performance standards or criteria for successful demonstration of results are
also specified prior to the beginning of instruction.
There are four features that define performance-based teaching and learning.
Feature #1: The competencies to be demonstrated are identified and communicated to
the student before instruction begins. The competencies are clearly
stated in terms of performance. This is the WHAT of the model. All
content for the curriculum is based on these competencies.
Example:
SET UP a personal computer.
CONDUCT a client consultation.
Feature #2: Assessment of the competency requires the student to perform the
competency. This is part of the WHEN.
Example: SET UP a personal computer
Student must demonstrate they can set up a personal computer.
CONDUCT client consultation.
Student will demonstrate a client consultation.
Feature #3: The performance standards, or the criteria against which performance of
the competency will be judged, are stated for each competency and
communicated to the student before instruction begins. This is also part of
the WHEN.
Example:
PREPARE a resume.
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Resume contains clear evidence of skills / training.
Resume follows the recommended format (list specs)
Resume includes a minimum of three achievements.
Resume documents work history.
Resume has 100% correct spelling and grammar
Resume is prepared on a computer and stored on a flash drive for
update and revision.
Criteria for acceptable performance must be “criterion-referenced”
rather than “norm-referenced.” Criterion referenced means that you
set a particular standard or set of conditions that must be met, and ALL
students must meet those standards or conditions. Norm-referenced
means you evaluate performance in relation to all others being
assessed and adjust everyone’s grade according to the highest grade
earned; this is often referred to as “grading on the curve.”
Feature #4: The learning activities and teaching strategies give the student an
opportunity to develop the knowledge, skills, and attitudes necessary for each of the
specified competencies. This is the HOW.
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A variety of learning styles and strategies are incorporated.
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Learning activities are student-centered.
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Students are given periodic and detailed feedback.

Students must meet the performance standards or criteria for all
competencies to achieve the final credential.
Here’s how performance-based learning compares to the traditional model of instruction:
Component
Traditional Instruction
WHO

WHAT
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Teacher centered—focuses
on what the teacher will do, e.g. what
input the teacher will provide?
Based on textbooks or faculty
Performance-Based Learning
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
expertise
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WHEN
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

HOW
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Based on task analysis or established
standards
Emphasizes facts and
information
Rarely shares intended
outcomes with students before
instruction begins
Focuses on “covering”
material

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
Relies heavily on paper/pencil

Focuses assessment on
retention of information and facts
Is often ambiguous about
what will be evaluated
Allows for averaging of grades
so that unsatisfactory progress in one
area is offset by progress in other areas
Often based on “seat-time;”
students move on once “enough” time
has been logged.

Primarily teacher instruction
Students are passive
Little variation in learning style
Little feedback provided
Lacks connection between
learning activities and intended
outcomes
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
testing
Student-centered—focuses on what
the students will learn and do, e.g., what are
the student outcomes?
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Emphasizes application of
knowledge, skills, and attitudes
States measurable, observable
learning targets
Shares intended outcomes with
students before instruction begins
Focuses on what students will be
able to DO upon successful completion of
learning experiences
Relies on demonstration of the
application of skills, knowledge and attitudes
Measures achievement based on
performance standards or criteria that are
specified up front and are criterion-referenced
Requires the satisfactory
performance of each competency
Students progress only when
competencies are mastered
Holds teachers and students
responsible for achievement of intended
outcomes
learning
Features student-centered instruction
Students have an active role in
Varied learning styles are addressed
Provides periodic feedback for
improvement
Clear connections between learning
activities and intended outcomes
Teaching and Learning Analysis
Take this short assessment to gauge your instructional style:
Traditional model, or performance-based?
Check the box that most closely describes your approach to instruction.
Feature #1: The competencies to be demonstrated are identified and
communicated to the student before instruction begins. The competencies are
clearly stated in terms of performance.
Traditional
You plan the instruction around information
you want to “cover.”
You think of your course in terms of “broad
goals” you cover over the duration of the
course
Performance-based
You plan the instruction around knowledge,
skills, and attitudes the student needs to
learn.
You identify content and instructional
strategies based on the competencies a
student needs to demonstrate.
Feature #2: Assessment of the competency requires the student to perform the
competency.
Traditional
Assessment requires the memorization of
facts and information.
Assessment is accomplished primarily
through paper / pencil tests.
Performance-based
Assessment requires the application of what
students know.
Assessment is accomplished through
demonstration of skills.
Feature #3: The performance standards, or the criteria against which
performance of the competency will be judged, are stated for each competency
and communicated to the student before instruction begins.
Traditional
Grading is done on a “curve.”
Grades are the primary source of feedback to
the student.
Performance-based
Grading is done according to pre-set
performance standards or criteria that are
communicated to the student up-front.
Rubrics and checklists are used to
communicate expectations and evaluate work.
Feature #4: The learning activities and teaching strategies give the student an
opportunity to develop the knowledge, skills, and attitudes necessary for each of
the specified competencies.
Traditional
Instruction is organized according to chapters
in a text.
Most of instructional time is spent lecturing.
Performance-based
Instruction is organized around specific
competencies to be learned.
Students are involved in a variety of activities
during instructional time.
Practice Handout: 1.1
During this training, you will be working on designing learning for one of your
own programs or courses of study.
I will be working on the following program, course, or module / unit:
Think through the features of performance based learning that you will try to
incorporate into your course of study. Use the results of the Teaching and
Learning Analysis activity to help you think about goals you’d like to achieve
during this training related to course development.
Goal 1:
Goal 2:
Goal 3:
What will you do to achieve these goals?
Assessment Sheet: 1.1
Directions: Imagine you are going to explain to your students the difference
between criterion-referenced grading and norm-referenced grading. In plain
language, write a short paragraph that explains the difference. Include why
criterion-referenced grading is to their advantage. When you are done, use the
checklist at the bottom of the page to judge how well you’ve done.
Criterion-referenced Assessment explanation…
1. Is brief and easy to understand
2. Avoids or explains jargon
3. Targets students as audience
4. Explains that students will be given the competencies and
performance standards at the beginning of the course
5. Explains that students are not measured against performance of
other students, but are graded according to how well they perform
the competencies
6. Explains that students must achieve all competencies to minimum
level to pass the course
7. Explains that assessment focuses on demonstration of the
competencies
Yes
No
Assessment Sheet: 1.2
This assessment and many of the assessments in this workshop are designed to help
you develop the information needed to complete the documents you will be required to
complete and turn in to the state Private Career Schools Office regarding your
curriculum. You will not be able to complete all the information required during this
workshop; what you do not complete during the training sessions, you can continue to
work on back at your school. Your school specialist will help you complete the state
documents and can answer any questions you may have.
Directions: Describe the characteristics of the student population you expect
to enroll in this program. Who are your students and what are they like?
What unique qualities do they bring to the educational environment that might
have an impact on how you teach, and how they learn?
Description of student population…
1. describes age range of students
2. describes educational background of students
3. describes socio-economic conditions of students
4. describes any language barriers students may have due to
ethnicity
5. describes range of goals of students who are likely to enroll
6. describes reasons why students are interested in this industry /
occupation
7. describes any geographic considerations students have
(transportation issues, etc.)
8. describes any other characteristics of the student that may be
important to teaching and learning.
Yes
No
Program Map
(Assessment Sheet 1.2)
Program Title:_______________________________________________________________________
Program Length:____________________________________________________________________
Course Name:__________________________
Course Name:_________________________
Sequence in program:__________________
Sequence in program:_________________
Module / Unit Name:___________________
Module / Unit Name:__________________
Topics & Hours:
Topics & Hours:
Course Name:_________________________
Course Name:_________________________
Sequence in program__________________
Sequence in program__________________
Modules / Unit_______________________
Modules / Unit_______________________
Topics & Hours:
Topics & Hours:
Program Map:
Page:
Course Name:_________________________
Course Name:_________________________
Sequence in program:__________________
Sequence in program:__________________
Module / Unit Name:___________________
Module / Unit Name:___________________
Topics & Hours:
Topics & Hours:
Course Name:_________________________
Course Name:_________________________
Sequence in program:__________________
Sequence in program:__________________
Module / Unit Name:___________________
Module / Unit Name:___________________
Topics & Hours:
Topics & Hours:
Program Map:
Page:
Course Name:_________________________
Course Name:_________________________
Sequence in program:__________________
Sequence in program:_________________
Module / Unit Name:___________________
Module / Unit Name:__________________
Topics & Hours:
Topics & Hours:
Program Map…
1. includes program title
2. includes duration of program
3. includes program duration also stated in clock hours
4. lists each course that makes up the program
5. indicates the sequence in the program of each course (can be
concurrent)
6. lists each module / unit of instruction for each course
7. lists major topics addressed in each course / module / unit of
instruction
8. includes clock hours for each topic
9. shows that clock hours for all topics equals total clock hours for
program
Yes
No