Overview of Instructional Design Reference: Kilbane, C. & Milman, N. (2014). Teaching models: Designing instruction for 21st century learner. Upper Saddle River, NJ: Pearson. ISBN 978-0-205-60997-

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Instructional Design Model VS Models of Instruction

Introductory- Overview of Instructional Design Models

Instructional design models provide a map for designers that guides them through five phases of the instructional design process from resource materials to establishing lessons through instruction delivery. There are five phases relating to the models such as the following: (1) design, (2) development, (3) implementation, (4) evaluation, (5) management. During these given phases, designers work systematically using various tools. Although all instructional design models progress through the same five phases, each one focuses on different tools, various structures, and processes for completion (Kilbane & Milman, 2015).

Instructional design models make the acquisition of knowledge and skill more effective and efficient. It involves the needs and current state of each learner, defining the conclusive goal of instruction, and generating interventions to assist during the transition stage (Alessi & Trollip, 2001). Each model targets a goal that is determined by an individual or group who created it. Each model also provides a specialized way to implement /address content material.

1. Compare/contrast instructional design models versus models for instruction.

An instructional design model is basically a map for designers to use and follow through the five phases of the design process. Models of teaching, instructional models, serve as frameworks for implementing and utilizing tools for instruction in the classroom environment. They serve as blueprints for teachers to create and build effective lessons. Instructional design models are the processes used by individuals that develop the blueprints. Instructional models have been researched-based and are proven step-by-step procedures for teaching that supports learners in achieving affective and psychomotor outcomes. Each instructional model offers teachers steps or phases to follow when planning various lessons. Just as instructional design models, instructional models offer a unique theoretical basis that informs its specialized structure and dictates precise activities that follow each step (Kilbane & Milman, 2014).

According to Kilbane, and Milman (2014), an instructional model is a procedure to help teachers when implementing a lesson. It is not a systematical process that develops learning materials and experiences as the instruction design approach. Instructional models take place and work in limited environments, whereas instruction design models facilitate learning across various educational contexts.

According to Kilbane and Milman (2014), there are ten models of instruction that address academic content to develop skills that students need for everyday life and work. They include the following with examples.

1. Direct Instruction Model- Teachers have time to devote time to deeper learning foundational skills and knowledge - steps used include introduction, presentation, guided practice, and independent practice.

2. Concept Attainment Model- teachers utilize this model when they create a rational set that effectively illustrates an intended concept-steps used include presentation of examples, formation and analysis of hypotheses, closure, and application.

3. Concept Development Model- learning about fiction enhances understanding during a yearlong study of various reading genres-steps include listing, grouping, regrouping, labeling, and synthesizing.

4. The Inductive Model- teachers can use audio tools to demonstrate examples or non examples. Students observe illustrations to gain an understanding of the content being introduced- steps include planning, implement, and assessing.

5. Vocabulary Acquisition Model- teachers encourage development of skills for independent learning by using vocabulary (factual and conceptual knowledge). Teachers may select a word that goes along with a lesson. Students can be pretested to observe what they already know about the word. Next, they may examine their responses to the pretest. They can review their spellings and definitions and explain to their peers why they spelled and defined the word. This will give them an opportunity to promote a deeper analysis of the word.

6. The Inquiry Model- focuses on procedural, conceptual and metacognitive knowledge. It approximates the same systematic processes that can be used in everyday real-world occupations. It was originated in the sciences, but can easily be applied to any subject area. Teachers may give students a menu from a local restaurant. Students may use the menu to plan a dinner with a twenty-dollar minimum allowance. They will have to figure out how many items to purchase with the allowance money.

7. Problem-Based Learning Model- This model supports factual, procedural, conceptual, and metacognitive knowledge. This model motivates and encourages students to apply what they already know and learn new knowledge by presenting them with a problem that they are interested in learning about. It incorporates real-world problems that is very similar to the Inquiry Model.

8. The Cooperative Learing Model- This model provides opportunities for students to work together to develop social skills and build positive relationships with other students. Students can work together putting together educational puzzles, make decisions, and create projects. Each student is usually given a specific task within the group setting (ex: Jigsaw).

9. The Integrative Model- Creating and analyzing graphs is an example of this model. Students are given the opportunity to utilize critical-thinking skills. When creating graphs, students can use real items to place on graphs to give them a visual perception of results. Graphic organizers are also effective resources when implementing this model.

10. The Socratic Seminar Model – Opportunities are given to students to listen and communicate. It gives students an open opportunity to share what they read and insights that are interesting to their peers. Teachers promote interest by asking follow-up questions.

Knowledge Supported – Models of Instruction- Comparions

1. DIM- Factual, conceptual, procedure

2. CAM and CDM- Conceptual

3. IM and VAM- Factual and conceptual

4. IIM- Procedural, conceptual, metacognitive

5. PBL and CL - Factual, procedural, conceptual, metacognitive

6. ITM and SSM- Factual, conceptual, metacognitive

The Comparison of Two Models in the Text

Two instructional design models addressed in the text other than the ADDIE model are the ASSURE and Dick and Carey model. There are similarities and differences within these two models of instruction. Both the ASSURE and Dick & Carey models are valuable models for any instructional designer. They are both constructionist models that borrow heavily on Gagné's theory of events of instruction, and they demand rigorous preparation by the designer before the instruction begins. However, through analyzing each of the steps in the ASSURE model and comparing them with similar steps in the Dick & Carey model, the Dick & Carey are consistently more explicit in the steps and techniques to be used by the designer. In conclusion, while both models are valid and useful, the Dick & Carey model is better suited for newer instructional designers because there is less room for guesswork and assumptions (Weller, 2007).

  The ASSURE model, as the Dick and Carey model, are instructional models that are widely used by instructors for designing and creating instructions, lesson plans, and online courses. However, one major difference is that the ASSURE model is generally used for courses that utilize diverse tools for learning. Several examples of different learning tools include power point presentations, photostory, archived lectures, and blackboard (Weller, 2007).

Provide a specific example and brief overview of a common instructional design model

ADDIE is a well-known, widely used instructional design model due to its flexibility and simplicity. Each stage is described in an acronym as the following: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. It works well in various text for creating materials, experiences, and instructional plans (Kilbane & Milman, 2014).

The ADDIE design can be used with both transitional and individualized instruction. Its phases are frequently modified to satisfy user needs. Using this type of model can save money and time by recognizing problems while they are in an early stage and easy to correct. Even though there are variations of this model, the concepts are basically the same. Several eLearning professionals utilize this model as a blueprint for future success. They recognize that this design provides and offers an organized, strategic plan for instructional design that ensures overall quality that influences learning (Alessi & Trollip, 2001).

An example of how ADDIE helps teachers is through the usage of the five phases. These phases provide direction to teachers that can increase instructional effectiveness while focusing on large instructional challenges. These challenges may fall along the lines of meeting subject area curriculum standards. One phase can give teachers a better understanding of the learning concept. The example scenario (Appendix A) in the text, shared how a teacher implemented the ADDIE model when leading an interdisciplinary team in redesigning a ninth-grade research paper unit. High quality instruction was developed by focusing on and reviewing student data. The data was used for making instructional decisions and utilizing the analysis model phase (Kilbane & Milman, 2014).

1. Provide a specific example and brief overview of one of the models for instruction.

Cooperative Learning Model

The Cooperative Learning Model is a model of teaching where students work together to complete a task or achieve a particular goal. Students have the opportunity to work together solve problems, engage in a lab activity, or design a project lesson assignment. It is a model that provides an opportunity for students to work together, learn social skills, and develop an understanding of content from one another. It also promotes listening skills where students are encouraged to listen to their peers in a group and take turns sharing information (Alessi & Trollip, 2001).

Face-to-face interaction is one example of the CLM. In this activity, students are arranged in a small heterogeneous group. It encourages students to help, share, and support each other’s learning. Students may also work in study groups to learn and teach one another the course material. They can take a test individually and get an individual test score. Afterwards, they may re-take the same test in their groups and receive a group test score. The teacher decides how to weight and combine the scores into one grade. Students have the opportunity to learn from others within the group and acquire a thorough understanding of material and content they might not have understood during the time that took the individualized test.

Jigsaw is another CLM I have utilized in my classroom. Through the jigsaw approach, students are given the opportunity to play the role as the teachers by reading and sharing information with other groups. It is also a great way to include critical thinking skills. Students have to think critically about how and what information will be shared to teach other groups about previously read material. Comprehension and listening skills are crucial during this activity.

1. Reflect upon your own experiences with instructional design models and/or models for instruction.

Implementing instructional models in my classroom provides students with an opportunity to learn skills in various ways. It provides them for the workplace and teaches them to be creative and critical thinkers. These models also reach the need of all learners in the classroom and their learning styles. They are also obliging when integrating content areas and preparing for assessments. Instructional design models have provided me with a format to follow when preparing lessons plans from the beginning of instruction to the conclusive outcomes. I have been able to write and create effective lesson plans and have a better understanding of the content.

Alongside the Cooperative Learning Model, I have implemented several of the models listed in the textbook on page 20. They all focus on the skills that are important in various subject areas to prepare students for statewide tests and to learn about subject content effectively. These models are crucial for differentiated instruction purposes.

References

Alessi, S. & Trollip, S. (2001). Multimedia for learning methods and development. Boston, MA: Allyn & Bacon.

Kilbane, C.& Milman, N. (2014). Teaching models: Designing instruction for 21st Century

learner. Upper Saddle River, NJ: Pearson.

Weller, M. (2007). Learning objects, learning design, adoption through succession. Journal of Computing in Higher Education, 19(1), 26-47.