Instructional

Design Model
Instructional Design Model
 It provides guidelines to organize appropriate pedagogical scenarios
to achieve instructional goals.
 Defined as the practice of creating instructional experiences to help
facilitate learning most effectively.
 Driscoll & Carliner (2005) states that “ design is more than a process;
that process, and resulting product, represent a framework of
thinking” (p. 9).
Components of Instructional
Planning
The practice of instructional design aims at
 the description of future issues of teaching and learning,
 the prospective rethinking of action alternatives and environmental
constraints (i.e., what should be independent on particular
decisions), and
 the elaboration of conditioned prescriptions for design and action in
the sense of anticipatory decision making.
Characteristics of ID Models
According to Branch and Merrill (2012), there are several characteristics
that should be present in all ID:
 ID is learner-centered: the learner and his/ her performance are the focal
points.
 ID is goal-oriented: well-defined goals are essential.
 ID focuses on real-world performance: helps learners perform the behaviors
that will be expected of them in the real world
 ID focuses on outcomes that can be measured in a reliable and valid way:
Creating valid and reliable measurement instruments is essential.
 ID is empirical. Data are the heart of the process.
 ID typically is a team effort: This process usually involves teamwork.
 The first generation of instructional design models center on
seven basic questions:
1. Who – target group of learners;
2. What – contents to be taught/ learned;
3. What for – instructional goals and learning objectives;
4. Why – accountability (needs analysis);
5. How – instructional strategies and methods;
6. When – timeline of instruction; and
7. Where – venue of the learning environment
1. ADDIE Model
 This model was developed at Florida State University within the
realm of military training developed by Branson, et al (1975).
 Molenda (2003) considers ADDIE as an umbrella term, which refers
to a family of procedural ID models that share a similar structure.
a. Analysis – Basically, before we develop our lesson, we should get a clear picture of where
everything is currently, to understand the gaps we need to fill. A quality analysis helps identify
learning goals and objectives. It helps to get a clear picture of what they know and still need to
know. At the end of this phase, the learning needs should be made clear.

b. Design – it is the most time-intensive phase of the model which requires keen attention to
detail. In a nutshell, this is where all the expertise as an instructional designer comes into play. A
storyboard or a blueprint of the overall design is the expected output of this phase.

c. Development – this is the phase where you actually begin creating your lesson or instructional
material. Your job is to bring the design to life. The lesson or the instructional material is
expected to be completed as an output of this phase.

d. Implementation – the lesson or instructional material shall be used and completed by the target
audience.

e. Evaluation – this phase is all about gathering important information to see if the lesson or
instructional materials need to be revised and improved.
 Disadvantages of
Advantages of ADDIE
ADDIE

 Commonly used Rigid linear process


 Widely accepted model Must be followed in order

 Proven to be effective for Time-consuming and costly
learning 
 Inflexible to adapt to changes
 Foundation for other learning Does not allow for iterative
models 
design
 Easy to measure time and cost
2. ASSURE Model
 This model incorporates Robert Gagne’s events of instruction to
assure effective use of media in instruction.
 The ID process was modified to suit and be used by teachers in the
regular classroom.
 This can be used to design and develop the most appropriate
learning environment for their students.
 It can also be used in the process of writing lesson plans and in
improving teaching and learning.
a. Analyze Learners – analyze the characteristics of the students and
there should be a focus on those learner characteristics which are
associated with the learning outcomes desired.

b. State Standards and Objectives – the statement should consist of a

specification of what the learners will be able to do as a result of the
instruction; focus on what the learner will know or be able to do as a
result of instruction.

c. Select Strategies, Technology, Media, and Materials – figure out

which delivery method will be best for instruction, then you may
figure out which technology, media, and materials best support the
method of teaching that you’re using.
d. Utilize Technology, Media, and Materials – concerns making a plan as to how
you will utilize the technology, media, and materials that you have selected.
Follow the 5Ps – (1) preview the technology, media, and materials, (2) prepare
the technology, media, and materials, (3) prepare the environment, (4) prepare
the learners, and (5) provide the learning experience.

e. Require learner participation – make plans on how to engage learners both at

the class and individual level.

f. Evaluate and revise – evaluate the impact of your teaching on student learning
including the teaching strategies and the technology, media, and materials
used.
3. Dynamic Instructional Design
(DID) Model
 The DID model contains formative feedback and summative
feedback.
 It is built around a continuous internal and external feedback loop to
ensure that each step of the process is functioning at its maximum
effectiveness.
 The DID model helps the teacher to ask critical questions that will
improve the quality of the instructional experience for both the
teacher and students.
a. Know the learners – know their developmental stages, physically and
cognitively. What are their cultural backgrounds? What is their prior
knowledge? What are their learning styles? How is the group similar
or different? How would these factors affect the design of
instruction?

b. State your objectives – formulate the performance objects following

the Audience, Behavior, Conditions, and Degree or criterion of
success (ABCD)

c. Establish the learning environment – they can be both physical and

non-physical. It may include classroom climate, physical space, and
attitudes.
d. Identify teaching and learning strategies – teaching strategies are
the methods you will use to assist your students in achieving the
objectives.

e. Identify and select technology – once the strategy is mapped out,

the tool becomes obvious.

f. Plan a summative evaluation – end with a plan to evaluate its

effectiveness and to make appropriate revisions. Success rubric or
student feedback form.
4. Nine Events of Instruction
 The well-known Instructional Design model is Robert Gagné’s Nine Events of
Instruction, which combines learning and instruction (Gagné, Briggs& Wager, 1992).
 It was the first prescriptive model of ID.
 It centers around three basic questions to be answered:
(1) What is known about human learning and what is relevant for instructional design?
(2) Is this knowledge about human learning applicable to concrete situations of
learning?
(3) Which methods and procedures can be applied in order to use effectively the
knowledge about human learning for the design of instruction? Mainly the nine events
can be attributed to three phases: preparation of learning, acquisition, and
performance, and transfer of learning.
 Gagne’s Nine Events of ID
 Start the lesson with an interesting question or thought
Gain the attention of students.  Show an image, video, song, or newspaper article
 Start the lesson with a game connected to the lesson
Start the lesson off with a bang! goal
 Tell the students what they will be learning
Preparation of Learning

State learning intentions and success criteria

Inform students of the goals of the lesson. 
 Explain the purpose of the lesson
Clearly outline the task expectation
Tell students what they are going to learn 

 Ask students to recall prior knowledge of topic

 Create a mind map based on prior knowledge
Stimulate the recall of prior learning  Connect prior learning to new learning
intentions/success criteria
What do we already know about the
concept?
 Gagne’s Nine Events of ID
 Organize your information in a logical and easy-to-
understand manner
Model the stimulus material.
 Use multiple delivery methods (e.g. video, demonstration,
Show new information to the students podcast)
 Use a range of stimulus materials and connect these to
the learning intention
Acquisition & Performance

Provide guidance about what the students  Provide explicit teaching and scaffolding on the concept
will learn.  Explain how the lesson will be differentiated
 Offer the learner guidance by providing coaching on how
Show students how to learn about the to learn the skill or concept
new concept  Use worked examples to show what is expected
 Let the student complete a task or activity with their
newly gained skill
 Students should collaborate before the beginning task
Elicit the student performance.  Student carries out task or investigation

Student undertakes tasks that will

internalize new information.
 Gagne’s Nine Events of ID
 Provide feedback related to the success criteria of
Provide feedback about the the lesson
performance
Give specific feedback about how  Give constructive feedback to individuals or groups
students are progressing  Provide encouragement for students who may need
it
Transfer of Learning

 Tasks are assessed based on success criteria

Assess student performance.
Investigate whether students have  Formative assessment takes place
understood the concept  Peer to peer feedback should be encouraged
 Assessment should influence future teaching
 Shared discussions should take place at the end of
the lesson
 Students reflect on the completion of their task
Enhance retention and transfer.  Students formulate new questions for future learning
Students reflect on their learning.
Thank you