EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

Creating an Instructional Model

by
Shantel Victor-Cole

A Paper Presented in Partial Fulfillment

Of the Requirements of
EDID 6503: Instructional Design Theories, Models & Strategies
Trimester I, 2015-2016

Email:

shantelvictor.cole@open.uwi.edu

University:

University of the West Indies Open Campus

eTutor:

Dr. Laura Gray

Course Coordinator

Dr. Camille Dickson-Deane

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

Summary of Work environment

The Pares Secondary School is located in Pares Village, St. Peters Parish, Antigua. It provides a
teaching/ learning experience to approximately five hundred (500) students, with a staff of
approximately fifty (50) teachers.
The school is situated on approximately five (5) acres of land. It has 3 main blocks for
classrooms, an industrial arts department, two information technology/EDPM labs, two science
labs, an agricultural science unit for animal and vegetable production, a home economics unit, a
visual arts department, a music lab, a library, a counseling room, a bookroom for distribution of
textbooks, and two (2) staffrooms.
Management of the school is comprised of the principal, deputy principal, five year
heads, and ten heads of departments. These individuals control the day to day functions of the
school.
The school has four (4) first forms, four (4) second forms, four (4) third forms, four (4)
fourth forms and two (2) fifth forms. I teach the second form level (Computer Studies) and third
form level (Information Technology). As a result of clashes on the timetable with IT and EDPM,
some of my classes are conducted in the classrooms instead of the lab. The lab consists of
twenty-four networked desktop computers, one networked printer and a white board. These
computers are arranged in 4 rows from east to west, with 2 rows facing south and two facing
north. This arrangement makes it difficult to have eye contact with all students during a lesson.
The lab is air conditioned, but the temperature cannot be regulated as it feeds from an industrial
unit. The white board is on the east wall and is not visible to all students. On the other hand, the
classrooms are typical traditional classroom setting, consisting of individual desk and chairs

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

facing the direction of the chalkboard. The desk and chairs can be moved around the classroom,
which makes it easy for team work.
Each class is assigned a home room where some subjects are taught while other subjects
are taught in a lab. The movement from the classroom to the lab is quite often a disruption and
students usually take a while to settle, taking away from valuable interaction time. On a normal
day, one teaching period is thirty-five (35) minutes. Teaching usually takes the form of the
traditional method (chalk & talk) and the occasional lesson enhanced with a projector.
Evaluation usually takes the form of homework, quizzes and test.
Description of how Instructional Models Identified Describes Current Work Environment
Within my work environment, the following models are regularly applied and are based on the
lesson plan template given to teachers.
ADDIE Model this model is described as the generic process traditionally used in instructional
design, education and training: Teachers are required to create extents of lesson (Analysis), unit
plans (Design), lesson plans (Development), follow through on lesson plans in the classroom
(Implementation) and eventually assess students after the completion of each lesson plan and
extent period (Evaluation).
Dick & Carey Model this model (1996) is systematic in nature. The model is a procedural
system including ten major process components (nine basic steps in an iterative cycle and a
culminating evaluation of the effectiveness of the instruction): When creating lesson plans,
teachers are required to develop a list of procedural steps to carry out their instruction (Conduct
Instructional Analysis). Teachers are required to identify strategies that would best fit their
lesson and the students. (Analyze Learners and Context). Teachers are required to follow specific

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

objectives outlined as outlined in the syllabus for the required instruction (Write Performance
Objectives). For each lesson created, teachers are required create assessment items to test the
level of the students understanding (Develop Assessment Instruments and items). Teachers are
required to state their method of instruction delivery etc. (Develop Instructional Strategy).
Materials to support instruction are required for the delivery of lessons (Develop and Select
Instructional Materials). Most teachers carry out group evaluation to test their students
knowledge and to improve upon their lesson plans (Design and Conduct Formative Evaluation of
Instruction). The last two steps in the Dick and Carey Model are not usually executed.
Gagne 9 Events - Gagne's taxonomy of learning outcomes is somewhat similar to Bloom's
taxonomies of cognitive, affective, and psychomotor outcomes. This model is a nine-step process
called the events of instruction, which correlate to and address the conditions of learning:
Teachers are encouraged to cater for the learning needs of all their students.
Authentic learning Authentic learning refers to the idea that learners should be presented to
problems that are realistic situations and found in everyday applications of knowledge (Smith &
Ragan, 1999). Within the agricultural science department, home economics department and the
industrial arts department, there are traces of authentic learning strategies utilized. Students are
provided with real life experiences, on a small scale, which seek to mimic the experiences
normally gained in the work environment.
Prevalent Instructional Strategies in Current Work Environment

Direct instruction the majority of teachers use direct instruction as a means of

delivering their planned lesson. Their lesson is divided into small manageable tasks and
executed over a period of time.

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

Hands on learning Teachers in the agricultural science, industrial arts and home
economics department, include hands on learning in their specific subject area. This
allows the students to apply what they would have learnt. For example, students in the
home economics class learning how to bake a cake after being instructed how it is done
in theory.

Drill and practice teachers in the foreign language classes use this strategy so students
can become familiar with the use of words in a foreign language.

Instructional game in the information technology class, students are allowed to practice
concepts using games. For example, to conduct a typing class, students utilize the Mavis
Beacon games after successfully completing a typing exercise.

Role play in the English, social studies and library skills classes this strategy is utilize.
For example, in library skills, students would portray an influential black person, whom
they would have read about, as part of their black history month project.

Peer tutoring students are encouraged to practice this strategy in a variety of their
classes. For example in a mathematics class, when a new concept is taught, students will
assist those that are slow in grasping this new concept.

Independent practice This is done in the form of home work for all subject areas.

Team/Group work this strategy is often manifested in the form of projects for various
subject areas, to encourage students to work together despite of personal and social
differences.

Debating in the English (B) classes, students are encouraged debate current social
issues.

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

Journal writing this is especially done in the health and family life education class for
those students that may be having a difficult time coping with various matters that may
affect them academically and socially.
New Model: CurricuTech Model

Preparation Phase at this phase, students prior knowledge to the content area to be taught,
teachers past experiences in teaching these concepts and the present state of the learning
environment will be analyzed. Also, in a move to integrate subject areas, there will be
identification of subject areas that would utilize similar content/concepts. For example, if in an
English (A) class, letter writing is being taught, in an Information Technology Class, instruction
for teaching word processing to students can be incorporated. This will allow students to transfer
specific skills from one area to the next.
Design Phase in this phase, teachers and students will be required to identify the specific
learning goals as it pertains to the learners prior knowledge. Also, appropriate media/technology
tools, will be identified as well as a rationale for the use of the technology. Wang and Woo
(2007) stated that Technology should be used not because it is available or it has been shown
effective in some cases. It should be used to enable the process and enhance learning. They also
noted that Johnson & Aragon, (2003); Russell, (1999) said Inappropriate use of technology can
lead to negative effects. In this case, one of the driving factors in using technology is to
motivate and actively engage students while they learn. Consideration will also be given to
creating an appropriate learning environment to facilitate the lesson progress. A unit plan will
then be produced to guide the instruction process for the term.

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

Discussion Phase Discuss with students and teachers about what has been design. This phase
is to get input from students for modifications for the design. The students will feel a sense of
ownership.
Determine Strategies for implementation After determining what technologies are need and
why, decide on strategies that would be fitted to achieve the goals of the lesson and that would
effectively present the information, allow for practice and feedback, as well as testing and
follow-up activities.
Design and develop instructional materials: in accordance with the strategies identified,
instructional material should be created to suit those strategies.
Assessments Design appropriate evaluation exercises to test learners understanding of the
material taught. The following formative and summative assessments will be utilized:
Formative: Formative assessment provides feedback and information during the
instructional process, while learning is taking place, and while learning is occurring.
Formative assessment measures student progress but it can also assess your own progress
as an instructor. Example: journal writing, quizzes and group based activities.
Summative: Summative assessment takes place after the learning has been completed
and provides information and feedback that sums up the teaching and learning process.
Typically, no more formal learning is taking place at this stage, other than incidental
learning which might take place through the completion of projects and assignments.
Example: tests, exams
Review review and modify for evaluation purposes

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

Application Execute the lessons

Review determine the effectiveness of the lesson and modify to create a better learning
outcome.
Evaluation Assess the outcomes of the application of the instructional material and determine
where there is need for improvement.
Name of Model: CurricuTech
a. I chose the name CurricuTech since my idea of a model is one which helps to design
instruction which assists in providing teachers with a more authentic, collaborative and
inclusive approach to integrating technology into the schools curricula.
b. Currently at my work environment, teachers are getting into the habit of using technology
as part of their daily lessons. However, because teachers have not been trained on how to
effectively designing instruction for using technology in their lesson planning, the use of
technology is minimal to non-existent. I am hoping that this model will help teachers to
better understand how to design instruction which will facilitate the use of the available
technology and create a learning environment which is simulates to real life experiences,
while encouraging students to take greater responsibility for their learning.
c. Instructional strategies that will be afforded in the new model

Collaborative learning

Peer tutoring

Discovery learning

Web quest

Guided discovery

Cognitive apprenticeship

Hands on learning

Instructional game

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

Journal writing

Active learning

d. Similarities and differences between current instructional model and the one that was
created:
Differences: the model that was created caters more for the learner while those currently
used at my school are more teacher-centered. This model is more student-centered and
inclusive: students have an input in the development and implementation of the
instruction. This model seeks to provide a more authentic learning environment, which
supports strategies such as situated cognition and cognitive apprenticeship. The teacher
role is to act as a facilitator rather than instructor. The new model also provides
opportunity for regular reviews in increments rather than an overall final review as
suggested in the models, which are currently used in the school.
Similarities: the model that was created also entails some of the strategies that are
currently being utilized in my work environment. The model adapts phases of the ADDIE
model and Dick and Carey Model.
Reflection
Working on this assignment helped me to clearly define the difference between
instructional models and instructional strategies and how they relate to each other. According to
Edu Tech Wiki Instructional Models are guidelines or sets of strategies on which the
approaches to teaching by instructors are based. Alberta learning states that Instructional
strategies are techniques teachers use to help students become independent, strategic learners. I
appreciated the connection made about the type of learning that may occur depending on the
instructional strategy used. To prepare students, instructional designers should develop

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

10

authentic, ill-structured investigations that engage students' analytic, creative, and practical
abilities (McGee and Scott, 2001).
In creating my model, it help me to better understand the intricacies involved in creating
instructional materials, be it for a class of children or a training room of adults. I was very much
excited and intrigued with some of the instructional strategies that I came across, especially those
that are directly related to integrating ICT into the classroom. Daniels and Pethels (n.d.) stated
that Computer mediated communication has created a major shift in how educators and students
think about teaching and learning. I am hoping that the integration of ICT into our classrooms
will have a similar impact.
One of my struggles was, understanding how to relate the current models in my current
environment with the new model. I wasnt sure if I should pull from each of the models or just
create my own stages. Eventually, I created new names for the stages and modified some phases
of those models that were identified. I even went as far as looking at some models that would
relate to what I had in mind.
Overall, I had highs and lows for the duration of this assignment, but the experience was
beneficial.

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EDID 6503: Instructional Design Theories, Models & Strategies - 314500054

11

References
(n.d.). Retrieved March 24, 2015, from
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models.htm
Daniels, T., & Pethel, M. (n.d.). Computer Mediated Instruction. Retrieved March 25, 2015,
from http://epltt.coe.uga.edu/index.php?title=Computer_Mediated_Instruction
Formative and Summative Assessment. (n.d.). Retrieved March 24, 2015, from
http://www.niu.edu/facdev/resources/guide/assessment/formativeand_summative_assess
ment.pdf
IDKB - Models/Theories. (n.d.). Retrieved March 24, 2015, from
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Instructional Design Models. (n.d.). Retrieved March 24, 2015, from
http://users.accesscomm.ca/vendra/EDU 533/Instructional Design Models.htm
Instructional Strategies. (n.d.). Retrieved March 25, 2015, from
http://www.education.alberta.ca/media/352984/is.pdf
Rogers, P. (n.d.). Designing Instruction for Technology-Enhanced Learning. Retrieved March
24, 2015, from
http://www.sanjeshp.ir/phd/phd_91/Pages/Refrences/educationaltechnology/[Patricia_L._
Rogers]_Designing_Instruction_for_Tec(BookFi.or.pdf
Smith, P. and Ragan, T. (1999). Instructional design (2nd ed.). New York: John Wiley & Sons,
Inc. http://www.cotf.edu/vdc/entries/multiabilities.html

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