Running head: PAPER ON INSTRUCTIONAL MODELS 1

Paper on Instructional Models and Combined Instructional Model for Our Work Environment

Shena Faria- 808100009

Oliver Norman-314500091

Kion Orr- 308003563

Open Campus, University of the West Indies

University: University of the West Indies Open Campus

eTutor: Dr. Laura Gray

Course Coordinator Dr. Laura Gray

PAPER ON INSTRUCTIONAL MODELS 2

Table of Contents
Description of Shena Farias Environment: Score College ....................................................... 4
The Wesley High School Environment ..................................................................................... 6
Description of Oliver Normans Environment: SSS Special ..................................................... 7
Similarities among the Work Environments .............................................................................. 8
Differences among the Work Environments.............................................................................. 9
Instructional Models & Theories in the Work Environments .................................................. 10
Score Colleges 5E Instructional Design Model and Strategies .......................................... 10
SSSs AEIOU X2 Instructional Model ................................................................................ 13
Westley High Schools Eight Point Reverse Instructional Model (EPRIM) ....................... 16
The SMART Instructional Design Model............................................................................ 19
Systematic Determination ................................................................................................. 20
Monitor .............................................................................................................................. 20
Adapt ................................................................................................................................. 20
Redo .................................................................................................................................. 20
Transform .......................................................................................................................... 21
Discrepancy Analysis: Difference between the New Model and Individual Models .......... 21
SMART versus 5E Instructional Model ............................................................................ 21
SMART versus EPRIM ..................................................................................................... 22
SMART versus AEIOU X2 Model ................................................................................... 22
Conclusion ............................................................................................................................... 22
Shena Farias Reflection .......................................................................................................... 23
Kion Orrs Reflection .............................................................................................................. 23
Oliver Normans Reflection ..................................................................................................... 24
References ................................................................................................................................ 25
PAPER ON INSTRUCTIONAL MODELS 3

Paper on Instructional Models and Combined Instructional Model for the Work Environment

Abstract

The following document seeks to create a link between the learning environments of

the team members of the Revolutionary Instructional Designers. The document also links the

Instructional Design models ADDIE, SAM, Gagnes 9 events, 5E, ASSURE and Backward

Design models together with the Team member models, AEIOU X2, EPRIM and the Linear

Single-Instruction 5E expanded model in creating a new SMART model. The link seeks to

create a unified teaching environment, situation and advanced model link in instructing

students with diverse needs. Each school has been given a new name and our new unified

school has been named Speyside Special Scorers. It uses aspects of every learning

environment and considers the needs of staff and students of the members schools.
PAPER ON INSTRUCTIONAL MODELS 4

Description of Shena Farias Environment: Score College

The Administrative Staff in my work environment is comprised of The Principal,

Vice Principal and Middle Management. The Middle Management is comprised of Deans

and Heads of Department. The Principal and Vice Principal, occupying office rooms away

from the Teaching Staff and in close proximity to the Office Secretarial Staff, collaborate to

address issues to do with the overall running of the school. There is meeting and

collaboration, usually in the same building, between and among these Administrative Staff

Members: The Principal, Vice Principal and Middle Management, about issues that arise with

and among Teaching Staff and Students, in order to come to agreements on how affairs

should be conducted to solve problems in the said areas. Occasionally, The Principal and

Vice Principal lead Staff Meetings in the Staff Room where they communicate and discuss

updates in school affairs with the Teaching Staff, who have a chance after to voice their

opinions, ask questions and receive advice and guidance on how to solve a particular

problem. Here there is an atmosphere of openness. The Office of the Social Worker, who

sometimes gives presentations and one-on-one discussions to Teaching staff and students in

the AV Room or her Office, about how to function effectively and think positively in the

school and classroom environment, is also in close proximity to the Administrative Office,

away from most of the rest of the school building, but easily accessible from the front gate

and Car Park.

My immediate work environment is the Teaching Staff Room, where normal

Teaching Staff members, Deans and Heads of Department usually sit and interact. These

Middle Management Staff provide one-on-one teaching and evaluation sessions and advice to

less experienced Teaching Staff members, in the same Staff Room or in a venue decided

upon for Department meetings. In Department meetings between Teaching Staff and Heads

of Department, wherever the meeting is held, there is an atmosphere of openness and

PAPER ON INSTRUCTIONAL MODELS 5

attentiveness to problems and issues, which is followed by advice and suggestions that would

rectify or improve the issues faced by both parties. The normal classrooms themselves are

quite limited in terms of teaching resources, for example, built-ICT tools for lessons. With

regard to special classroom resources in my Language Department, there is a built-in

overhead projector and a whiteboard in the Language Lab, which is air-conditioned, with

different lights. The teacher is required to bring the laptop, internet resources and speakers to

help enhance the learning experience of the students in this room. There is very limited

access to this room in terms of the chance per week that each class has to use it. The AV

Room, which is also Air Conditioned, with various lighting for viewing presentations, is also

equipped with a projector and is sometimes used for my classes. However, its use is also

limited due to very high demand because of very limited technologically equipped Teaching

Rooms in the school.

The library, where book resources that support our teaching curriculum are kept, can

be visited by the students that we teach and Teaching staff themselves. Here books that have

to do with our Curriculum are kept and are consulted or used to enhance our teaching

experience in the classroom both on our part and the part of the student.

The ancillary Staff: cleaners, cooks, and security help facilitate the healthy and safe

functioning of the work environment for all staff members, including teachers and students,

not only by what these ancillary staffs do but by their advice that comes from their

knowledge and experiences.

The work environment at my school consists of the social environment, which has to do

with the Staff themselves and by how well the Staff in the higher positions and with more

experience, whether in years or in a particular field, communicate, mentor, guide and teach

each other and the less experienced Teaching Staff in conducting their duties towards the

students. This, in turn, would lead to the proper communication of instruction and general
PAPER ON INSTRUCTIONAL MODELS 6

guidance to students by teachers, to ensure effective learning in the classroom environment.

The work environment at my school also consists of the physical environment, where the

physical classrooms, teaching rooms, Staff Buildings and overall school environment are

taken into consideration when it comes to performing duties.

Description of Kion Orrs Environment: Wesley High School

The Wesley High School (WHS) is a secondary school in Tobago that holds over four

hundred students. With little space, these students are in classes that have a maximum of

forty-two students. WHS is a fully comprehensive school, meaning it caters to students

educational development from post Secondary Entrance Assessment (SEA) examinations to

Ordinary Level exams and also Advanced Level examinations. Although students may be

compact into a small working space as their classrooms, there is an Audio-Visual (AV) Room

and Smart Classroom available for teachers and classes to use for special lessons. The AV

room and the Smart Classroom are equipped with either a large television and or projector for

demonstration purposes. Additionally, science teachers have access to two laboratories for

Biology, Chemistry, Physics, Integrated Science, and Environmental Science. Also, Food and

Nutrition, Electronic Document Preparation and Management, Clothing and Textiles, Art and

Craft, Technical Drawing, Information Technology, Technology Education and, Physical

Education teachers have their own unique rooms.

Students in First to the Third Form are prepared for the National Certificate of

Secondary Education (NCSE) examination; students in Fourth and Fifth Form are geared

towards the Caribbean Examination Councils (CXC) Caribbean Secondary Education

Certificate (CSEC) Ordinary Level Examination and, students in Sixth Form are educated to

sit the CXC Caribbean Advanced Proficiency Examination (CAPE).

All teachers at Wesley are academically qualified to teach their respective fields,

however, many are not professionally qualified due to a lack of formal teacher training in the
PAPER ON INSTRUCTIONAL MODELS 7

art of teaching by way of a diploma or bachelors degree in education. Nevertheless, more

than ninety percent of the teaching staff has been teaching for over a decade.

Description of Oliver Normans Environment: SSS Special

The original plan was to provide accommodation for twenty-five [25] residents with

mental challenges. However, at its opening, the emphasis shifted from custodial care to

education and training.

The school presently accommodates a population of one hundred and thirty-six with a

complement of thirty [30] staff. The Staff Arrangement includes:

Skilled (with B.Ed) There are fourteen members of staff consisting of one

male and thirteen females;

Unskilled There are seven members of staff and all are females and;

Auxillary There are nine members of staff consisting of three males and six

females.

It caters for pupils at varying levels: Early Intervention, Pre-School, Primary Section

of the Special School, Pre-Vocational and Vocational classes for persons ranging from six

months to forty years. The student body comprises a heterogeneous group of learners with

various abilities and disabilities.

The school subscribes to a multifaceted curriculum influenced by the Portage guide

to early education, the Denver Developmental Screening Test and is inclusive of:

Speech/Language Education, Music/Movement, Religious Education, Moral/Spiritual,

Information Technology / Computer Literacy, Values Education, Physical Education,

Cookery, Agriculture, Beauty Culture and Vocational Skills training. All programmes are

age and ability appropriate and skills are infused from an early age to maximize the teaching

and learning opportunities.

PAPER ON INSTRUCTIONAL MODELS 8

The school faces numerous challenges including a lack of library facilities as there is

a small library within the computer lab and it contains about 150 books with more than 50%

above the reading level of the students and age-appropriate books to meet the needs of the

students. The computer lab consists of 4 working computers that run on the Windows XP

Operating System and no technology to truly meet the diverse needs of the learners with

moderate to severe physical, mental and visual disabilities. Many pull out classes are

inappropriately placed as the learning space does not have the infrastructure to allow

wheelchair accessibility to upper levels of the school where many tasks such as cookery take

place.

Similarities among the Work Environments

In Score College, Wesley High Secondary School, and SSS Special, the outside and

inside surroundings are clean and safe due to the collaboration and efforts of the

ancillary staff: security and cleaners.

In both Score College and Wesley High School, there is limited space for movement

and limited teaching resources and ICT tools in the typical classroom. In SSS Special,

technological resources and reading resources are extremely limited in the typical

classroom.

In all schools, there is interaction and collaboration among staff members in order to

improve learning and teaching experience for both students and teachers.

Instructional Strategies that are similar to the work environments are Hands-on

Learning, Reflection, Teamwork, Preview, Reflection, Practice and Authentic

Learning Environments to name a few.

PAPER ON INSTRUCTIONAL MODELS 9

Differences among the Work Environments

In both Sore College and Wesley High School, there is limited access for students to

Special Subject Rooms per week. Whereas in SSS Special, students have access to

special subject rooms on a more regular basis per week.

In Wesley High Secondary School and Score College, there is an emphasis on

planning and execution of lessons by teachers. At SSS Special, a significant amount

of the planning and execution is specially geared towards students with special needs

and allowing them to build life skills in transiting to life after school. Some students

of SSS may move on to writing a basic school exam equivalent to the National Test of

Trinidad and Tobago which was formerly sat in Std 3.

Wesley High Secondary School and Score College have access to a library with

reading resources that support the schools Curricula. However SSS Special has a

very small library with very limited reading resources that do not support the

academic learning of the students.

At Wesley High Secondary School and Score College, hundreds of students make up

the school population with age ranges of roughly 11-20 years. However, the

population of students at SSS Special is very small, about 136, with an age range of 6

months to 40 years.

Most if not all of the students at Wesley High School and Score College are enrolled

based on their results of the Typical Secondary Entrance Assessment and officially

examined in these schools by the NCSE, CXC - CSEC and CAPE examinations.

Whereas in SSS Special, many students are not enrolled by the SEA and their various

learning abilities, abilities and disabilities are catered for.

In Score College and Wesley High School, the curriculum is mostly academic,

catering to a limited range of learning abilities and interests of the students. On the
PAPER ON INSTRUCTIONAL MODELS 10

other hand, SSS Special caters for a wider range of heterogeneous abilities in,

physical abilities, cognitive abilities social interests and creating an inclusive

environment best-allowing accommodation for all.

Differences in use of instructional Strategies among the work environments is based

on the fact that The SSS Special must cater to the varied learning needs and abilities

of Special students and Score College and Wesley High must cater to the learning

needs of students with the main intention of improving their knowledge and intellect

in order for them to pass official exams. Therefore in Wesley High and Score

College, the instructional strategies would include Expository Teaching, Direct

Instruction, Teacher-Centred Instruction and Case-based Learning. SSS Special will

incorporate more strategies that are individualized such as Individualized Instruction,

Learner-Centered Instruction and Personalization.

Instructional Models & Theories in the Work Environments

Score Colleges 5E Instructional Design Model and Strategies

An Instructional Model that is predominant in Score College is the 5 Es, which steps

are to Engage, Explore, Explain, Elaborate, and Evaluate. On many occasions, this model

characterises other teachers classroom instruction in my work environment in the limited

contact and availability of ICT Tools, as well as presentations, were done to teachers by

Social Workers and motivational speakers for improved learning and understanding. In my

Work environment, in its limited availability of ICT tools, this model allows for one to be

creative in teaching and in the use of other teaching resources to engage and hold the interest

of learners at my school from the beginning of an instruction to the end.

The curiosity of the learners is awakened by some catchy introduction to a topic in the

Engage Phase. Learners research to find answers in the Explore phase. The Explain phase is

when learners explain what they learned and the teacher introduces new and similar concepts
PAPER ON INSTRUCTIONAL MODELS 11

to those learned, then uses guided questions. New knowledge is applied in an authentic

environment with Role Play. The learner is encouraged to ask questions afterwards. The

Evaluate phase is when the reflection of the lesson is done by both teacher and student. One

thing to note is that this model is usually presented as having a continuous circular or oval

structure with arrows.

Figure 1. Two diagrams illustrating the Phases and movement process of the 5E Instructional
Model (Biological Sciences Curriculum Study (1987))

Figure 2 on page 13 is the illustration of the new model for my working

Environment. This model is new in terms of its structure. As mentioned before the 5Es is

usually presented as having a circular or oval structure with arrows suggesting a continuous

cycle. My New Model for my working environment is presented as linear, having a beginning

point and an end point, from Engage to Evaluate to support the fact that the learning

experience with this model should be one instructional and learning experience on a topic in

one session in my school. In other words, all the phases should be carried out once for an

instructional and learning experience to allow for proper reflection on the learning experience
PAPER ON INSTRUCTIONAL MODELS 12

of the topic afterwards by learners at my school and to avoid burn-out, especially on the part

of these young students.

Professionals in the field of Education have presented Cognitive Apprenticeship and

Direct Instruction as Models in their writing. I have integrated these as strategies into the

structure of my new model as elements of instruction that cannot be denied in my work

environment. They are presented in green as being strategies that are used not only in the

classroom among students in the phases of the 5Es indicated but among teachers and staff

members in those phases as well during presentations and meetings and one on one

interactions and communication. Instructional Strategies that would be used in my new model

are Authentic Learning Environments, Role-Play, Case-Based Learning, Cognitive

Apprenticeship, Direct Instruction, Expository Teaching, Hands-on Learning, Individualized

Instruction, Inquiry-based Instruction, Role Play, Practice, preview, Reflection and Team

Work.

Figure 2. The Linear Single-Instruction Model of the 5Es with Cognitive Apprenticeship and

Direct Instruction. This figure illustrates the stages and components of the Linear Single-

Instruction Model of the 5Es for Score College

PAPER ON INSTRUCTIONAL MODELS 13

SSSs AEIOU X2 Instructional Model

SSS believes that students should have every advantage of the students who are in the

general education classroom so the teachers follow the ADDIE instructional design model,

instructional models SAM and Gagnes 9 events together with cognitivist and constructivist

theories of Piaget, Vygotsky and Gardner to meet the needs of every student. In behavioural

aspects, the teachers work with the rules linked to Operant Conditioning as prescribed by

Skinner. The SAM model, as seen in figure 4, is being incorporated into several academic

areas and, instructional life skill areas allowing the student to be prepared for the future.

Goals are based on information gathered from IEP meetings with families and

paraprofessionals which set goals that are within locus level of management of the student.

Individual challenges and the way they'll move forward with learning-teaching tasks.

repetitive style, in teaching skills, brainstorm sessions in lessons, reviewing tasks, noting peer

interaction at intervals and diversifications of students in a reflective manner by the teacher.

Reflections and observation of effective teaching strategies, what has to be revisited for each

student to achieve success in future lessons. Aspects of the ADDIE instructional design

model guides teaching methodology as each phase of this model can be seen being embraced

in the classroom in the execution of lessons in academia and life skills. See figure 3 for an

illustration of the ADDIE Model. Crafting instructional objectives is crucial in instruction.

Gagn's Nine Events of Instruction builds a major part of teacher instruction whereby the

academics and life skills would produce and associate learning and attention-grabbing

introduction, informing learner of objectives to be met in every lesson allowing the student

stimulate their recall of previous information in task completion, through what they recognize

from previous interactions in their environment. See figure5 for a summary of Gagnes Nine

Events of Instruction. Goal-centred tasks that are accomplishable by an individual or all

students are imperative. The teacher gives accommodations and prompts throughout lessons
PAPER ON INSTRUCTIONAL MODELS 14

and observes skills needed to concrete positive behaviours and boost schema, by timely

feedback in tasks, to each student and parent, therefore, successes may be celebrated, and

learners are assessed in multiple ways to gauge their progress, and identify weak spots in

student learning and teaching strategy. Most lessons focus on developing students ability to

process information to better relate to real-life situations they will encounter rather than

academics.

Figure 3. A picture illustrating the five stages in the ADDIE Instructional Model.
PAPER ON INSTRUCTIONAL MODELS 15

Figure 4. An illustration displaying a brief history and the phases in the SAM Model

Figure 5. A picture summarizing Gagnes Nine Events of Instruction.

PAPER ON INSTRUCTIONAL MODELS 16

As discussed an implemented in SSS teachers found that the concept of AEIOU X2

fit nicely linking the ADDIE, SAM and Gagnes 9 events in a way that is meaningful to both

teacher and student and it was easy to understand and implement with a little hiccups but it

generally worked for the majority of teachers in their classroom.

Figure 6. An Illustration displaying the steps in the AEIOU X2 Instructional Model

Westley High Schools Eight Point Reverse Instructional Model (EPRIM)

Wesley High School EPRIM Instructional Model is designed to get the better of two-

parent instructional models:

Backward Design Model and;

ASSURE Instructional Design Model.

EPRIM refers to the Eight Point Reverse Instructional Design and is so named

because it has eight steps and is reversed because it incorporated the Backward Design Model

where the end product is determined first.

PAPER ON INSTRUCTIONAL MODELS 17

The body of the EPRIM relies on the simplicity of the ASSURE model whose steps

are based on the acronym. These steps include analyzing the learners, stating the goals and

objectives, selecting the methods and media, utilising the media and technology, requiring

learner participation and, evaluating and revising (Culatta,2013) as seen in figure 7 below.

Figure 7. A diagram highlighting the stages in the ASSURE Model. Retrieved from:

http://addiemodel.weebly.com/uploads/8/4/6/1/8461472/7811478_orig.gif

Although the ASSURE model may provide the simplicity of clear tasks that teachers

may need to develop lessons quickly (Han, 2015), it can become time-consuming as the

selecting and sometimes the creation of materials (Castillo, 2012).

In contrast to the ASSURE model, the Backward Design Model only has three steps

and does not start with the analysis of the learners. The first step is the identification of the

desired result (Wiggins & Jay, 2001). In an era of education where schools are rated based on

passes, numbers, and statistics, teaching for the examination or teaching to the test seem to

be the norm in todays school (Jozefkowicz, 2006), the Backward Design Model seems to the

a best practise in getting students to be successful in the clear and well-defined result

(Wiggins & Jay, 2001). The second step of the backward design is to determine acceptable
PAPER ON INSTRUCTIONAL MODELS 18

evidence by creating and or selecting suitable instructional strategies that will determine if

the instructional goal was met (Wiggins & Jay, 2001). Finally, the last step is to plan learning

activities and instruction, which cumulates the planning, materials and strategies into an

efficient lesson (Wiggins & Jay, 2001).

Figure 8. Diagram showing the progression of the Backward Design Model. Picture
Retrieved from https://teachingcommons.stanford.edu/sites/default/files/bckwrd_design.png

As stated before, EPRIM takes its foundation from these two aforementioned

instructional models in order to produce the best model for Wesley High School. Its eight

steps include: the identification the desired results, the analysis of learners, the analysis of

assessment options, the determination of acceptable objectives, the planning and selecting of

methods of instruction and resources, the execution of plans requiring the participation of

learners, the recording of feedback and results and, the reflection on lesson and evaluation of

results as seen in figure 9 below.

PAPER ON INSTRUCTIONAL MODELS 19

Figure 9. Diagram highlighting the eights steps in the EPRIM Design.

The SMART Instructional Design Model

The SMART Instructional Design Model was designed to link all member models

focusing on common links and now includes the end goal where the teacher envisions how a

task ends and encourages both the student and teacher to become more reflective.

Figure 10. Diagram showing the steps in the SMART Instructional Model.
PAPER ON INSTRUCTIONAL MODELS 20

Systematic Determination

Any task in this new model the teacher envisions what the student should be able to

do at the end of an instruction. The teacher collects all resources for the intended lesson,

before considering the needs of each student. This helps the teacher to focus on main

outcomes and consider their learning style before even having students get involved. It helps

teacher build their own confidence to carry out the teaching tasks. Teachers plan a lesson,

deliberately leaving blanks which can be filled when introducing students needs into the

lesson.

Monitor

This now allows the teacher to focus on each student as an individual with little to no

bias. It will allow the teacher to make tasks more relevant to the student and building

accommodations for individual students in the lesson and fill in the blanks that were left so

all learning styles and students abilities will now be catered for. Once all accommodations

and other considerations are filled the teacher at this point carries out the lesson including

necessary formative and summative assessments.

Adapt

This is where the ever important reflective practitioner concept takes place. The

teacher now considers and records what went well and can keep, what needs to change, if all

assessment goals were completed and if not ask why. It allows the teacher to determine not

only the students but if they were able to share the curriculum in an unbiased way, meet

student needs and review their own teaching style to adopt a different one in subsequent

lessons if the current method failed.

Redo

The teacher executes the follow-up, expanded part or new lesson incorporating

necessary changes from the reflection they did in another session after the previous lesson.
PAPER ON INSTRUCTIONAL MODELS 21

They would now do more chunking as necessary, add more accommodations, make the

lesson more meaningful by incorporating a wider form of learning style so students would

become more comfortable with the new material and more open to the learning process as

their needs are met so their schema development is built.

Transform

Finally, when all parts of lessons are done, all checklists filled, all recorded reflections

on part of the teacher are developed the teacher now reviews every task so they can improve

for the future. They consider whether their plan was successful or how much more they need

to move from being the sage on the stage to guide on the side. They consider if they were

truly allowing the cognitive apprenticeship to take place, if students really showed

improvement, if they were involved throughout the process, or, if the teaching style needs

remediation so students can have new chances to properly build skills and reinforce skills

taught previously and the teacher revisits the Redo stage or has to step back to even the Adapt

or Monitor stage with entirely new resources and teaching techniques.

Discrepancy Analysis: Difference between the New Model and Individual Models

SMART versus 5E Instructional Model

A difference between the Linear Single-Instruction 5 E Model and the SMART

model is the Monitor stage. The Linear Single-Instruction 5E Model does not have an actual

stage that analyses individual needs and background but conclusions are made on these in the

instructors mind or taken note of by the instructor all through the Linear Single- Instruction

5E process of the Instruction on the topic. Research on these is done outside of the instruction

session. Research and research methods decided on and conclusions made would be applied

in future Instructions.
PAPER ON INSTRUCTIONAL MODELS 22

SMART versus EPRIM

The SMART Instructional Model has similar principles that can be found in the Eight

Point Reverse Instructional Model (EPRIM) which is related to a result oriented design and, a

simplistic and systematic step by step approach to instructional design. SMART starts off

with a Systematic Determination step that is synonymous with the Identification of Desired

Results step in both the EPRIM and the Backward Design Instructional Model. The Monitor

step is similar to the Analyse Learners in EPRIM, and the Adapt is partially the Plan and

Select Method and Resources of EPRIM. SMART, however, gives a simpler approach with

fewer steps, and the flexibility a teacher needs to use their skills, space and resources to

create exceptional lessons as compared to the EPRIM that has a less bendable eight-step

method.

SMART versus AEIOU X2 Model

The SMART model now bridges gaps in allowing the teacher to envision the final

results of each task allowing the end result to determine various accommodations that are

needed to complete tasks. It also condenses various stages of the AEIOU X2 model so the

teacher can become more comfortable in the review processes of each phase and identify the

skills and practices that can work or needs to be reworked as necessary as it is.

Conclusion

The individual Instructional Models for our individual work environments and our

combined work environment, Speyside Special Scorers, are based on the environments

themselves as well as our learners. Taking into consideration social and physical

environmental factors, the strategies used in the instructional models of Score College and

Wesley High Secondary School would be geared towards developing intellectual skills and

knowledge towards passing exams, whereas the Strategies used by SSS Special are more

individualized in nature. However, the fact that there is always room for improvement in
PAPER ON INSTRUCTIONAL MODELS 23

learning and Instruction and the effective learning of each learner matters in spite of their

goals and background, these strategies have been combined into the SMART Model, to

ensure the ideal learning for all in these significant types of learning environments,

especially if they were combined.

Shena Farias Reflection

Research and Learning about Instructional Models have been very interesting and

informative to me as an educator. Not only has it been beneficial to my knowledge and

understanding of Instructional Processes and roles of the Learner in these processes but has

encouraged me to incorporate models learned and researched from my colleagues and from

the course in general into my lessons and use them as suggestions to other educators. It has

also even given me the confidence to build and invent new models on old ones to suit the

special learning needs and abilities detected in my learning environment and even general

working environment. This building and invention I believe would be useful as I continue to

encounter different sets of students or learners in the future, with their varying learning styles

and capabilities, interests and abilities.

Kion Orrs Reflection

Instructional Design should be heralded as the heart of planning for learning in

todays educational institution. It is only fair since instructional design encompasses a

systematic process to facilitate the solutions to the facilitating of learning (Harum, 2008).

This process will enable the instructional designer to identify a performance gap, determine

the suitable objectives to bridge the gap, analyse the learners and determine their needs,

derive strategies to fulfil those needs, assess learning outcomes and evaluate lessons (Harum,

2008). Although Instructional Design may be cost-effective, relevant to the learners,

customizable, flexible and evaluative (Koltookian, 2012), some models can be very linear,

lengthy to enact and restrictive regarding creativity (Harum, 2008). Therefore, in the creation
PAPER ON INSTRUCTIONAL MODELS 24

of a universal instructional model or a basic one that will work for a specific purpose,

considerations must to given to the learners and not the content and also, the feasibility of its

implementation (Freeman, 1994).

As such, the models created individually or as a team in this group will reflect the

need to solve an educational problem within our communities and nations in this dynamic

world of knowledge and skill. This assignment brings out the ingenuity of a collection of

minds to find appropriate ways to enrich our students. And this course reflects on a

movement to continually upgrade our incorporation of research and technology into our

education system in order to provide even more effective transfer of schema and long-term

understanding.

Oliver Normans Reflection

During this process, I learned not only to work with my team as we developed a bond

that would take us to new friendships, new support systems and new Design partners. We

learnt a lot from each other, interacted and shared knowledge as a team. I incorporated

teamwork into my classroom and allowed students to build on each others strengths while

accommodating and building our own. I truly have seen myself grow in my style of writing,

research methods, using online tools, sharing knowledge and accommodating new

knowledge.

I started to see how useful models of instructional design, once implemented, truly

build my students self-confidence and made me feel as I have seen many students grow and

become more open in sharing knowledge and a new joy in the learning process. I also noted

many tools I used and did not know I was using it.
PAPER ON INSTRUCTIONAL MODELS 25

References

Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models of instructional

design. Journal of instructional development, 3(4), 2-16.
Brooks, J. & Brooks M. In Search of Understanding: The Case for Constructivist Classrooms
by (Alexandria, VA: Association for Supervision and Curriculum Development,
1993).
Buggey, T. (2005). Video self-modeling applications with students with autism spectrum
disorder in a small private school setting. Focus on autism and other developmental
disabilities, 20(1), 52-63.
Castillo, T. (2012, June 10). Instructional Design Models Rapid Prototyping & ASSURE
Model. Retrieved from The Slideshare Website:
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