Running Head:- EDID 6503 Instructional Design Theories, Models and

Strategies
1

Creating an Instructional Model

Assignment #3
Yolande Samuels
University of the West Indies Open Campus
November, 2015

EDID 6503 Instructional Design Theories, Models and Strategies

Creating an Instructional Model

Description of Work Environment
St. Cecilias Catholic School Primary School is a sixty (60) year old institution
that falls under the banner of schools ran by the Bahamas Catholic Board of
Education. St. Cecilias caters to students from Kindergarten to Grade 6 with
two classes per grade level. There are currently twenty two teachers, one
guidance counselor, two administrators (principal and vice principal), and
four janitorial personnel on staff. The school is located in the heart of the
inner city in New Providence. This area has its share of challenges and is
somewhat considered a Ghetto. St. Cecilias has been dubbed, The Jewel
of the Grove.
The schools brochure states, We work to captivate and inspire our students,
to ensure that they develop academically, physically, socially and spiritually.
Our goal is to produce highly motivated, well rounded product citizens, who
will contribute meaningfully to the indelible fabric of our country. We aim to
transform our students into critical thinkers by exposing them to interactive
lessons that innovative, and promote progressive learning experiences
through various methods of teaching.
The teachers of this institution hail from different cultural backgrounds with
majority of the staff being Bahamian. St. Cecilias has seen a recent shift in
administration, the current principal was commissioned there as of August
2015. Class sizes range from twenty two to thirty students with two classes

EDID 6503 Instructional Design Theories, Models and Strategies

at each grade level from Kindergarten to Grade six. There is one Computer
Lab with twenty working computers that are connected to the internet. A
password protected wireless network is available on campus for teachers
use, profiles are also set up for parents and students but the passwords are
currently unavailable. There are four (4) laptops available for teachers to use
along with one projector and three promethean boards.
The school day begins at 8:30 am and goes until 3:00 pm daily. There are
afterschool clubs scheduled daily, that caters to students various interest.
These clubs include The Cooking Club, The Spelling Club, Brownies, K-Kids,
Innovative Science, Discovery Club (Environmental Club), Handwriting Club,
Dance Club and The Reading Club. Students spend majority of their day with
their homeroom teachers and have various special area subjects (Physical
education, Art, Music, Information Technology, Spanish and Religion) at least
once per week.
Students at the Grades three and six level are required to take The
Government mandated Grade Level Achievement Test (GLAT) at the end of
their respective grade levels. The Grade Three examination focuses on
Language Arts (Creative Writing, Listening Comprehension, Language Skills
and Reading Comprehension) and Mathematics (Concepts of Numbers,
Computation and Application). Grade Six GLAT examinations cover the
subjects of Science, Social Studies, Mathematics and Language Arts. As the

EDID 6503 Instructional Design Theories, Models and Strategies

GLAT examination is a National Examination the scripts are marked

externally and the results returned to the school.
Teachers are required to work with their counterparts within the school
system and are expected to produce schemes of work, write examinations
together for both semesters as well as prepare Understanding by Design
(UBD) Units several times per year. In all honesty the UBDs are written but
they are rarely utilized by classroom teachers as most persons are still
struggling with writing their own UBDs. There is also a technology phobia
among older members of staff as they are unsure of how to implement
technology into their everyday classroom setting. Teachers are required to
input their grades online , submit typed lesson plans and also email different
documentation to the Curriculum Officer (who lives on a different island)
from time to time.

CURRENT INSTRUCTIONAL MODELS

Over the years the general model that has been utilized by teachers is the
Lecture-Discussion model. On the Albemarle County Public School website is
stated

that,

The

Lecture-Discussion

Model

uses

teacher-centered

approach to help students understand organized bodies of knowledge.

Teachers use advanced organizers at the beginning of a lesson to preview
and structure new material, linking it to students' existing network of
organized and interconnected ideas and relationships.

EDID 6503 Instructional Design Theories, Models and Strategies

Majority of teachers in Striker Land (as the school is loving called) are most
comfortable utilizing the Lecture discussion method which would include
them giving a presentation for majority of the class session, students would
write notes and then answer questions. Students would be asked along the
way if they have any questions but they are expected to sit quietly and work
given tasks for majority of the day. Teachers spend a big chunk of their day
just writing notes on the board and ensuring that students copy down notes
correctly.
There are other models that are used by some teachers such as Direct
Instruction. According to the book Direct Instruction Reading, Direct
Instruction is an approach to teaching. It is skills-oriented, and the teaching
practices it implies are teacher-directed. It emphasizes the use of smallgroup, face-to-face instruction by teachers and aides using carefully
articulated lessons in which cognitive skills are broken down into small units,
sequenced deliberately, and taught explicitly.
On close examination there are a number of teaching strategies that
teachers embrace, here are a few of them along with a brief definition from
Carnegie Mellon University Education Centre:Lecture -Transmit information which supplements or enhances reading;
promote understanding via explanations; respond to student misconceptions
or difficulties; create or engage interest in a new area; motivate reading or
other assignments.

EDID 6503 Instructional Design Theories, Models and Strategies

Discussion - Practice thinking and communicating in the subject/discipline;

evaluate positions, arguments, or designs; defend own position; identify
problems, conflicts and inconsistencies; get feedback from/about students;
draw on students expertise and prior knowledge.
Recitation - Practice problem solving; review material; check student
understanding; identify and correct misconceptions; individualize instruction;
answer questions.
Group Work and Independent Student projects are also minimally used.
NEW INSTRUCTIONAL MODEL
Strikers Community Social Integrative Instructional Model (SCSI) is
the name I have chosen for the new instructional model to be implemented
at my current work environment. As mentioned before we have had a change
in Administration coupled with this came a change in staff dynamic as some
teachers were shifted to other schools within the Archdiocese and a new
mandate was handed down to all schools, Christ Driven, Learner Centered.
With this mandate in mind I decided on creating a Diverse Instructional
model that features some of the best models that cater to student centered
learning. The Strikers Community Social Integrative Instructional Model has
at its core the Integrative Model, Social Interaction Model, Problem Based
Instruction and to a lesser extent the Direct Instruction Model.

EDID 6503 Instructional Design Theories, Models and Strategies

The Albemarle County Public Schools gives a brief description of the above
mentioned model, in the Integrative Model; students develop a deep
understanding of organized bodies of knowledge while developing critical
thinking skills. The Social Interaction Model involves students working
collaboratively to reach common goals, increasing learner involvement and
providing leadership opportunities and decision-making experiences. It takes
various forms including group work, cooperative learning, and discussion.
The SCSI Instructional Model will help teachers to build on the current
models; by introducing new instructional strategies to staff that will help to
deepen students understanding of various topics while building on their
analytical skills. Change is usually met with resistance and so as to help to
ease teachers initial fears workshops will be held in house to help
familiarized teachers with the new strategies to be used. Some strategies
may not be new to the staff but they may be a little unfamiliar as they may
not have used them in many years. The workshops to be held will be down
during regular staff meetings and additional sessions will be added as
needed. The Models that were chosen are heavily student centered which
will put much of the learning in the hands of the learning with the teachers
role shifting to that of a facilitator of learning.
The SCSI Instructional Model will also help teachers to bridge gaps that have
developed with the current instructional model as student demonstrate low
levels of comprehension and application of knowledge. It is also expected

EDID 6503 Instructional Design Theories, Models and Strategies

that student social skills will also improve as they will now have greater
opportunities to work cooperatively with their peers on projects.
The Strikers Community Social Integrative Instructional Model
(SCSI) will not totally abandon the current instructional models in use but
would rather embrace them while introducing the following new strategies of
Service Learning, Public Reviews, Independent Student Projects and Case
Studies.

Student led discussions and lectures will still be featured in this

model as students will be given a chance to author their own learning.

SIMILARITIES AND DIFFERENCES BETWEEN THE OLD AND NEW
MODELS
The old models that have been in use have contributed greatly to the
success of the institution thus far but as the student population changes so
will the needs of the students. The old model saw a more teacher centered
approach with small amounts of Student-centered strategies coming into
play. SCSI will encourage the use of more student centered approach which
will mean that students will be more interactive (taking a more active role) in
the learning process. For both approaches teachers will have to do a great
deal of preparation but with the SCSI model teachers will be forced to come
out of their comfort zone while exploring the new instructional strategies and
also embrace new technologies.
Teachers will be required to do both formative and summative assessment
for both models however with the SCSI model teachers will be required to

EDID 6503 Instructional Design Theories, Models and Strategies

provide more creative forms for assessment. Miller, 2015 states that,
Assessment is key to creating a more student-centered classroom. He also
states that, If we use assessment to provide the right just-in-time
instruction, we can increase student engagement in a more student-centered
classroom. Teachers will be required to complete UBDs in the new
instructional model as they did in the old model but they will be expected to
actually carry out the plans they have made and not just have them on
paper. In the article Ubd in a Nutshell, (n.d.) it is said that, The primary goal
of UbD is student understanding: the ability to make meaning of big ideas
and transfer their learning.
SICI will also see teachers interacting more with their coworkers as they work
towards embracing the new strategies that are being implemented. In the
current model, teachers work with their teaching partners at their grade level
but the level of interaction is very surface as the objectives for the week are
discussed but not the methodology needed to. The new model will also
include more teacher observations from administration each semester.
Currently most teachers are assessed at least once every school year by the
Curriculum Specialist or by an administrator. With the SICI model teachers
will be subject to announced and unannounced assessments. These
assessments are aimed at providing teachers with effective feedback and
suggestions on their lessons.
REFLECTION

EDID 6503 Instructional Design Theories, Models and Strategies

10

As I began this paper I saw it as an opportunity to really delve into your new
motto for this school year, Christ Driven, Learner Centered. I began my
research by looking into different learning models that were Teacher
centered versus those that were more students centered. Mentally I was
prepared to take on the challenge but physically my body wasnt, I tried to
get as much as I could get down on time but being sick and constantly taking
medication that knocked me out did not help my situation. When I did get
over this hurdle some clarity of thought came to mind and I was able to
complete this assignment.
This assignment has introduced me to new learning strategies that I can put
into practice in my classroom. It has also refreshed my memory of a few
strategies that are sometimes left untapped. It has made me question myself
as an instructor and the Instructional models that are dominant in my
classroom. I am now more aware of how I write up my lesson plans and As I
am about to embark on creating a new Ubd I will take into account the
different student centered learning strategies and assessments that I have
encountered.
This school year I have been tasked with the challenge of being the
Computer teacher for Kindergarten to Grade six and also the Reading
Specialist for Grades one to three, this requires that I have a completely
packed schedule which leave little to no time for reflection. Completing this
assignment forced me to take a look at what is taking place in my work

EDID 6503 Instructional Design Theories, Models and Strategies

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environment as I walked students to and from classes I mentally took note of

what was taking place in the classrooms that I passed. Overall, I can see how
the information gained will be of use to me as I continue this journey.

EDID 6503 Instructional Design Theories, Models and Strategies

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References
Carnine, D., & Silbert, J. (1979). Direct instruction reading. Columbus, Ohio: C.E. Merrill Pub.

Framework for Quality Learning. (n.d.). Retrieved from

https://www2.k12albemarle.org/acps/division/fql/Pages/Appendix-D-Instructional-Models--Teaching-Content-and-Thinking-Skills.aspx

Instructional Strategies - Teaching Excellence & Educational Innovation - Carnegie Mellon

University. (n.d.). Retrieved from
http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/

Miller, A. (2015, September 2). Using Assessment to Create Student-Centered Learning.

Retrieved from http://www.edutopia.org/blog/assessment-create-student-centered-learningandrew-miller