Instructional Design Models

There are basic elements found in all of the traditional Instructional Design models. These would be analysis, strategy, evaluation, and revision. In each of the models, the elements might occur in a different order or under a different name, but they are still there. There is always some type of analysis which might include stating goals or objectives and identifying the learners. Then there is a strategy which includes developing the materials, selecting media, and implementing the tasks. Next comes evaluation which includes measuring learners’ accomplishments, formative, and summative evaluations. Finally, there is some type of revision where reflection happens to see how the process could be made better.

Examples of instruction, materials, and curriculum that best fits with each model:

I tried to think of all of these models in reference to schools I have worked in and where they would fit best in those areas.

Dick and Carey-
The Dick and Carey model seems to fit with a school that would be trying to achieve a specific long-term goal. The example I thought of was when I taught in Houston we were always trying to improve our scores on the Texas skills tests. We had set goals to achieve and we analyzed our students for their strengths and weaknesses. We developed objectives and strategies to improve their skills. Along the way, we would do various assessments and revise our instruction based on those results. Then there were formal evaluations as well.

Big 8-
This model seems to fit with someone coming in to teach a specific lesson maybe as a one-time lesson. For example, maybe a school nurse coming in to teach a health lesson. In the Big 8 model, there needs to be specific concepts and objectives identified. Then the activity and media are chosen. The lesson is presented and an evaluation is given. The reason why I think this would be different than a regular lesson by a classroom teacher is because there isn’t as much thought given to the learners and their specific needs. Also, there isn’t really any reflection at the end to make adjustments for improving the lesson. There also doesn’t seem to be as much emphasis on making the learners active and involved.

ASSURE-
I think that this model most closely fits with classroom teaching. Good teachers are hopefully doing all of the parts of this model for their daily lessons. Each class period, they analyze their learners based on all of the knowledge they have about their students. Then they have to state clear objectives they want to cover in each lesson. Next, teachers would select materials and supplies that would be best suited for their students and their specific objectives. Hopefully they have previewed and practiced with the materials they will be using. By doing this, they can have active learners who discuss, ask questions, work in groups, etc. All good teachers have some sort of evaluation at the end whether it is a formal one or an informal one. Lastly, after a lesson, teachers go back and reflect on what went well or what could be improved upon.

Complete Instructional Design Plan-
This model seemed to fit with a specific unit being taught in a classroom. For example, it might be a math unit on fractions or a social studies unit on the Civil War. There would probably be a pretest given to assess prior knowledge. Based on that information, objectives and goals would be established with thought given to any state goals. Teachers would then collect resources and start planning appropriate activities. As the instructional activities are being planned, evaluation is also being considered to fit with the chosen objectives. At the end of the unit, an evaluation is given to see that the unit’s goals were achieved by the learners. Teachers would also revise activities along the way and afterwards to make the unit more successful.

ADDIE-
I had a difficult time with this one because it seems more geared toward the corporate world than the educational world. This could possibly fit in at a graduate level or maybe in teacher training. This might work well if teachers needed to learn a specific skill or were getting updated on software. It first looks at the learners’ current skills. Then a program and activities are developed to address those specific needs. There is an evaluation done at the end of the session with feedback given about its effectiveness. This reminds me of training that we did at the end of the school year on new software programs that were being added to our computers.