COLLEGE OF TEACHER EDUCATION

Center of Excellence in Teacher Education

Instructional Design Models
 Robert Gagne’s Nine Events of Instruction
 Benjamin Bloom’s Revised Taxonomy of Objectives
 The A.D.D.I.E. Model
 David Merrill’s Principle of Instruction Model

MARIANO MARCOS STATE

UNIVERSITY College of Teacher Education
What is Instructional Design?
The Association for Educational Communications and Technology
(AECT) defines instructional design as “the theory and practice of
design, development, utilization, management, and evaluation of
processes and resources for learning.”
Robert Gagne’s Nine Events of
Instruction

MARIANO MARCOS STATE

UNIVERSITY College of Teacher Education
“Organization is the hallmark of
effective instructional materials”

Robert Gagné
1916-2002
Gagné’s Theoretical Background
• Robert Gagné is best known for his:
• Learning Outcomes
• Learning Conditions
• Nine Events of Instruction

• Gagné’s theories have been applied to instructional design in

many other areas:
• Military
• Instructional Systems Development
• Flying
• Lots of others

6
Gagné’s Theoretical Orientation
• Gagné’s instructional theory tends to side with
behavioristic principles (teacher-centered
approach)
• He focuses on outcomes/behaviors that result from
instruction
• He believes that the results of learning are measurable
through testing, and that drill, practice, and
immediate feedback are effective.
• As a result, he does have some hecklers!

7
Gagné’s Theoretical Orientation
• Gagné’s theories became influenced by cognitive
theorists. He proposed that the
information-processing model of learning
could be combined with
behaviorist concepts
to provide a more complete view of learning tasks
(Molenda, 2002)

8
The Nine Events of Instruction
Event of Instruction Learning Process
• Attention
1. Gaining attention
Giving learner a stimulus to
ensure reception of coming instruction
2. Informing the learner of the
objective • Expectancy
Telling learner what they will
be able to do for the instruction
3. Stimulating recall of prior learning
Asking for recall of existing
relevant knowledge • Retrieval to working memory

9
The Nine Events of Instruction
Event of Instruction Learning Process
• Pattern recognition; selective
4. Presenting the stimulus perception
Displaying the content

• Chunking, rehearsal, encoding

5. Providing learner guidance
Supplying organization and
relevance to enhance understanding

6. Eliciting performance
Asking learners to respond, • Retrieval, responding
demonstrating learning

10
The Nine Events of Instruction
Event of Instruction Learning Process

7. Providing Feedback
Giving immediate feedback on • Reinforcement, error correction
learner's performance.
8. Assessing performance
Assessing and providing • Responding, retention
feedback to learners
9. Enhancing retention and transfer
Providing diverse practice to
generalize the capability • Retention, retrieval,
generalization

11
The Nine Events of Instruction
• Keep in mind that the exact form of these events is not
something that can be specified in general for all lessons,
but rather must be decided for each learning objective.

• The events of instruction must be deliberately arranged

by the teacher to support learning processes.
(Gagné, Briggs, & Wager, 1988)

12
Benjamin Bloom’s Revised
Taxonomy

MARIANO MARCOS STATE

UNIVERSITY College of Teacher Education
The mind is not a vessel to be
filled, but a fire to be ignited.

(Plutarch)
Bloom’s Revised Taxonomy
• Taxonomy of Cognitive Objectives
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the
most basic to the higher order levels of thinking
• 1990s- Lorin Anderson (former student of Bloom) revisited the
taxonomy
• As a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
Original Terms New Terms

• Evaluation •Creating
• Synthesis •Evaluating
• Analysis •Analyzing
• Application •Applying
• Comprehension •Understanding
• Knowledge •Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

A turtle makes progress
when it sticks its neck out.

(Anon)
Remembering
The learner is able to recall, restate and remember learned
information.
• Recognizing
• Listing
• Describing
• Identifying
• Retrieving
• Naming
• Locating
• Finding
Can you recall information?
Remembering cont’
• List
• Memorize
• Listen
• Relate • Group Recall or
• Show
• Locate
• Choose recognition of
• specific
• Distinguish Recite information
• Give example
• Reproduce
• Review
• Quote • Quote
• Repeat
•
• Record
Label
• Recall • Match Products include:
• Know • Select • Quiz • Label
• Group
• Read • Underline • Definition • List
• Write • • Fact • Workbook
• Outline
Cite
• Sort • Worksheet • Reproduction
• Test •Vocabulary
Remembering: Potential Activities and Products
• Make a story map showing the main events of the
story.
• Make a time line of your typical day.
• Make a concept map of the topic.
• Write a list of keywords you know about….
• What characters were in the story?
• Make a chart showing…
• Make an acrostic poem about…
• Recite a poem you have learnt.
Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
• Interpreting
• Exemplifying
• Summarising
• Inferring
• Paraphrasing
• Classifying
• Comparing
• Explaining
Can you explain ideas or concepts?
Understanding cont’
• Restate • Describe
• Identify • Report Understanding
• Discuss • Recognize of given
• Retell information
• Review
• Research • Observe
• Annotate
• Outline
• Translate
• Account for
• Give examples of Products include:
• Interpret • Recitation • Example
• Paraphrase
• Give main • Summary • Quiz
• Reorganize
idea • Collection • List
• Associate
• Estimate • Explanation • Label

• Define • Show and tell • Outline

Understanding: Potential Activities and
Products
• Write in your own words…
• Cut out, or draw pictures to illustrate a particular event in the story.
• Report to the class…
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events in the story.
• Write and perform a play based on the story.
• Write a brief outline to explain this story to someone else
• Explain why the character solved the problem in this particular way
• Write a summary report of the event.
• Prepare a flow chart to illustrate the sequence of events.
• Make a coloring book.
• Paraphrase this chapter in the book.
• Retell in your own words.
• Outline the main points.
Applying
The learner makes use of information in a context
different from the one in which it was learned.

• Implementing
• Carrying out
• Using
• Executing

Can you use the information in another

familiar situation?
Applying cont’
• Translate • Paint
• Manipulate • Change Using strategies,
• Exhibit • Compute concepts, principles
• and theories in new
• Illustrate Sequence situations
• Calculate • Show
• Interpret • Solve
• Make • Collect
• Practice
• Demonstrate Products include:
• Dramatize • Photograph • Presentation
• Apply
• Construct • Illustration • Interview
• Operate
• Use • Simulation • Performance
• Interview
• Adapt • Sculpture • Diary
• • Demonstration • Journal
Draw
Applying: Potential Activities and Products
• Construct a model to demonstrate how it looks or works
• Practice a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a character’s birthday party
• Make a topographic map
• Take and display a collection of photographs on a particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
• Paint a mural using the same materials.
• Continue the story…
Analyzing
The learner breaks learned information into its parts to best
understand that information.
• Comparing
• Organizing
• Deconstructing
• Attributing
• Outlining
• Finding
• Structuring
• Integrating

Can you break information into parts to explore understandings

and relationships?
Analyzing cont’
• Distinguish • Compare
• Question • Contrast
• Appraise • Survey Breaking
• Experiment • Detect information down
• Inspect • Group into its component
• elements
Examine • Order
• Probe • Sequence
• Separate • Test
• Inquire • Debate
• Arrange
• Analyze Products include:
• Investigate
•
• Diagram • Graph • Survey
Sift
• Research
• Relate • Spreadsheet • Database
• Calculate
• Dissect • Checklist • Mobile
• Criticize • Categorize
• • Chart • Abstract
Discriminate
• Outline • Report
Analyzing: Potential Activities and Products
• Use a Venn Diagram to show how two topics are the same and different
• Design a questionnaire to gather information.
• Survey classmates to find out what they think about a particular topic. Analyse the results.
• Make a flow chart to show the critical stages.
• Classify the actions of the characters in the book
• Create a sociogram from the narrative
• Construct a graph to illustrate selected information.
• Make a family tree showing relationships.
• Devise a roleplay about the study area.
• Write a biography of a person studied.
• Prepare a report about the area of study.
• Conduct an investigation to produce information to support a view.
• Review a work of art in terms of form, color and texture.
• Draw a graph
• Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase
Evaluating
The learner makes decisions based on in-depth reflection,
criticism and assessment.
• Checking
• Hypothesizing
• Critiquing
• Experimenting
• Judging
• Testing
• Detecting
• Monitoring
Can you justify a decision or course of action?
Evaluating cont’
• Judge • Choose
• Rate • Conclude Judging the value of
• Validate
•
• Deduce ideas, materials and
Predict
• Assess
• Debate methods by developing
• Score • Justify and applying standards
• and criteria.
• Revise Recommend
• Infer • Discriminate
• Determine • Appraise
• Prioritise • Value
• Tell why • Probe Products include:
• Compare • Argue • Debate • Investigation
• Evaluate
• Defend
• Decide • Panel • Verdict
• Select • Criticize • Report • Conclusion
• Measure • Rank • Evaluation •Persuasive
• Reject speech
Evaluating: Potential Activities and Products
• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important. Convince others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
• Complete a PMI on…
• Evaluate the character’s actions in the story
Creating
The learner creates new ideas and information using
what has been previously learned.
• Designing
• Constructing
• Planning
• Producing
• Inventing
• Devising
• Making
Can you generate new products, ideas, or ways of
viewing things?
Creating cont’
• Compose
• Assemble
• Formulate
• Organize • Improve Putting together ideas
• Invent or elements to develop
• Compile • Act a original idea or
•
engage in creative
Forecast • Predict thinking.
• Devise
• Propose • Produce
• Construct • Blend
• Plan
• Prepare • Set up Products include:
• Develop • Film • Song
• Devise
• Originate • Story • Newspaper
• Imagine • Concoct • Project • Media product
• Generate
• Compile • Plan • Advertisement
• New game • Painting
Creating: Potential Activities and Products
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example
• Write a jingle to advertise a new product.
Sample Unit : Space
Cut out “space” pictures from a magazine. Make a display or a
Remembering collage. List space words (Alphabet Key). List the names of the
planets in our universe. List all the things an astronaut would need
for a space journey.
Make your desk into a spaceship, Make an astronaut for a puppet
Understanding play. Use it to tell what an astronaut does. Make a model of the
planets in our solar system.

Keep a diary of your space adventure (5 days). What sort of

Applying instruments would you need to make space music? Make a list of
questions you would like to ask an astronaut.
Make an application form for a person applying for the job of an
Analyzing astronaut. Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space programs.
Compare the benefits of living on Earth and the moon. You can
Evaluating take three people with you to the moon. Choose and give reasons.
Choose a planet you would like to live on- explain why.
Write a newspaper report for the following headline: “Spaceship out
Creating of control”. Use the SCAMPER strategy to design a new space suit.
Create a game called “Space Snap”. Prepare a menu for your
spaceship crew. Design an advertising program for trips to the
moon.
 Sample Unit : Travel
How many ways can you travel from one place to another? List
Remembering and draw all the ways you know. Describe one of the vehicles
from your list, draw a diagram and label the parts. Collect
“transport” pictures from magazines- make a poster with info.
How do you get from school to home? Explain the method of
Understanding travel and draw a map. Write a play about a form of modern
transport. Explain how you felt the first time you rode a bicycle.
Make your desk into a form of transport.
Explain why some vehicles are large and others small. Write a
Applying story about the uses of both. Read a story about “The Little Red
Engine” and make up a play about it. Survey 10 other children
to see what bikes they ride. Display on a chart or graph.
Make a jigsaw puzzle of children using bikes safely. What
Analyzing problems are there with modern forms of transport and their
uses- write a report. Use a Venn Diagram to compare boats to
planes, or helicopters to bicycles.
What changes would you recommend to road rules to prevent
Evaluating traffic accidents? Debate whether we should be able to buy fuel
at a cheaper rate. Rate transport from slow to fast etc..
Invent a vehicle. Draw or construct it after careful planning.
Creating What sort of transport will there be in twenty years time?
Discuss, write about it and report to the class. Write a song
about traveling in different forms of transport.
A good teacher makes you think
even when you don’t want to.

(Fisher, 1998, Teaching Thinking)

 The A.D.D.I.E.
Model
developed by Florida State University- Center
for Educational Technology

MARIANO MARCOS STATE

UNIVERSITY College of Teacher Education
ANALYSIS
• Analyze your LEARNERS-gather
information.

• Analyze your GOALS-what do

you want to achieve?
DESIGN
• Identify Learning OBJECTIVES
• what do you want to be
obtained?

• Identify OUTCOMES
• Identify achievements?
• Assess learning?
DEVELOPMENT
• Instructional STRATEGIES
• Facilitate learning
objectives identified
• Achieve outcomes you
have set

• Plan LOGISTICS
• Group Students
• Arrange your classroom
• Materials and Tools
IMPLEMENTATION
• TRY out your lesson plan

• TALK to your
students/audience
EVALUATE
Maybe conduct a survey or
questionnaire…
• Were you SUCCESSFUL?

• Did students LEARN?

• Was it FUN?

• What should be CHANGED?

LET’S REVIEW…….
• The ADDIE model of instructional design is complete with all the basic elements and functions
needed for professional and effective curriculum development. Follow this model, along with
your expertise and knowledge of the subject, and you are sure to create a well designed plan
to work with.
• Among the existing instructional design models, the systemic ones, such as the ADDIE
Model (Analysis, Design,Development, Implementation, Evaluation), presents a broad
scope, allowing an overview of the educational process and favoring decisions aimed at
adjustments.
 David Merrill’s
Principle of
Instruction Model

MARIANO MARCOS STATE

UNIVERSITY College of Teacher Education
Principle 1: Problem-centered:
Learning is promoted when
learners are engaged in solving
real-world problems.
• Problem-centered learning supports constructivist theories –
learners construct their own understanding by building on
their previous knowledge and experiences.

• Problems may include simulation or situations that provide

learners with contextualised, authentic learning experiences,
allowing them to draw on existing knowledge to understand
the problem, collect information from various sources and
resolve the problem.

• During this process, learners develop a deeper understanding

of key concepts while strengthening problem-solving skills
such as analytical thinking, initiative and creativity.
Principle 2: Activation: Learning
is promoted when existing
knowledge is activated as a
foundation for new knowledge.
• Identify where the learners are at before introducing new
content to help them link and meld the ‘old’ with the ‘new’.
Revise and activate learners’ previous knowledge on the
topic to prepare them for building upon it (scaffolding).

• If learners don’t have relevant experiences, provide them to

ensure that they have a basic understanding of the topic
before introducing complex concepts.
Principle 3: Demonstration
(Show me): Learning is
promoted when new knowledge
is demonstrated to the learner.
• When delivering content, incorporate multiple
demonstrations of the concepts where possible to provide
context and deepen learners’ understanding of its
application. Learners are more likely to understand how to
apply their learning when information is presented with
examples.
• Multiple examples allow learners to compare different
perspectives.
• Use media that supports effective learning. Some forms of
media may compete for learner attention – or be ‘noisy’,
whilst others complement and strengthen learning (e.g.
audio and relevant summary graphics).
Principle 4: Application
(Let me): Learning is
promoted when new
knowledge is applied by the
learner.
• Application of knowledge to real-world contexts is a vital
part of effective learning!
• Ensure the opportunities for learners to practice skills are
consistent with the learning outcomes.
• Build learner confidence by initially providing guidance, and
then gradually reduce support, allowing the learner to take
charge and complete tasks independently.
• Provide multiple opportunities to apply learning to a range of
situations to consolidate learning.
Principle 5: Integration:
Learning is promoted when new
knowledge is integrated into the
learner’s world.
• Learners are motivated when they recognise their own
progress.
• This can occur when demonstrating or sharing their
knowledge and skills to others, reflecting on their learning
and transferring new meaning and understanding to their
own lives. Use embedding activities to support learning
transfer.
In a nutshell, Merrill’s principles highlight that learning is
promoted when:
References:
Merrill’s Instructional Design Principles - Instructional Design Australia. (2020, February 16).
Instructional Design Australia. https://instructionaldesign.com.au/merrills-instructional-design-principles/

ADDIE Model - InstructionalDesign.org. (2018, November 30). InstructionalDesign.org.

https://www.instructionaldesign.org/models/addie/
‌

‌
https://samford.instructure.com/files/889549/download?download_frd=1&verifier=e78IUtY16YApf5dCh
NGcmZpJuGzScL1TySKEObaA

MARIANO MARCOS STATE

UNIVERSITY College of Teacher Education
Thank you!
MARIANO MARCOS STATE
UNIVERSITY College of Teacher Education
Get in Touch
With Us
Send us a message or
visit us
Laoag City, Ilocos Norte,
Philippines
(63) 77-600-2014
cte@mmsu.edu.ph

Follow us for updates

facebook.com/MMSUofficial
www.mmsu.edu.ph