Instructional Design for Teachers - ID4T

Instructional design process: creation of instruction that focused on the learners’ acquisition of knowledge.

-simple drills to facilitate the memorization of facts and information.

-not only to identify the knowledge that students must have, but also the skills and attitudes that will lead to their future success in the classroom and in the real world.

What is ID?

simply the process by which instruction is created for classroom use through a systematic process of setting goals, creating learning objectives, analyzing student characteristics, writing tests, selecting materials, developing activities, selecting media, implementing and revising the lesson.

Steps in ID process: ADDIE

1. Analyze needs.

2. Design instruction.

3. Develop materials.

 4. Implement the instruction.

5. Evaluate and revise the instruction.

Principles of ID

Know where you are going: clearly understand and state your goal

Know your learners

Be creative with your activities and media

Do drafts:

Test out your instruction and materials with a similar population and revise

Align:  Goals should be aligned with objectives, objectives should be aligned with test items, the media and activities – so you can support your goals and objectives

Do ID all the time

ID as a JigSaw puzzle

ID is a systemic process: set of pieces working together for the good of the learning goal

Systematic: linear, step by step and disciplined

Systemic: looks at the whole picture from a very high level to consider possible solutions

ID should blend both these process

Four categories of ideas of learning:

Behaviorism- Skinner: the mind is a black box and that knowledge is really best understood as observable behavior

Information Processing– Cognitive Learning Theories: Mind as a computer – knowledge as objects kept in the memory – teacher figures out how to map their knowledge onto learner’s existing knowledge

Constructivism (Social constructivism): knowledge is internally constructed by the learner- learning = meaning is constructed

Postmodernism: mind as the world and living and thinking are both interpretation – mostly part of larger understanding of the existence of people in the post modern world

Types of learning: (Gagne)

Intellectual skills: rules, problem solving

Verbal skills: organized knowledge

Cognitive skills: ways to better understand your learning

Affective skills: Attitudes and appreciations

Motor skills

WHAT IS ID4T?

Learning goals

Learning objectives: Specify those things that make up learning goals

                  -Should have three parts: condition, behavior, and criterion- CBS

                  Under what conditions - condition,

Learner will do something- behavior,

E.g. within 5 minutes- criteria

Testing:  clear and complete alignment between test items and test objectives

Learner Characteristics and Prerequisites: what they already know, how they learn, who they are – pretests

Analysis of Available Texts: before the selection of activities and media

                  Does text support instructional goals?

Is it accurate, current?

Is it in any way objectionable?

Is it engaging and motivating

Any great features?

Create and Specify Learning Activities: not the media but the activities

5 components: Pre-instructional activities

Information presentation

Student participation

Testing

Follow-through

Guidelines

-        There is a zone of proximal development (Vygotsky),  in which the learner is sufficiently challenged to keep their interests

-        Advanced organizers: will let the learner know what is coming in the lesson and may serve as a scaffold

-        Divide into smaller chunks

-        Graphic organizers

-        Organize into easy to remember structures

-        Ensure learning environment  is same as performance environment

-        Use mastery learning model

-        Active learning

-        Immediate feedback

Selecting Media

Characteristics of -the media

-Task/learning

        -your learners

        -learning environment

-deve

-development environment

-economy, culture, and practical factors

Planning for implementation and trying it out

One -on-one, small group trial, and large group trial

Evaluating and revising the Instruction

Formative evaluation: aimed at improving

Summative evaluation: aimed at decision making and assessing effectiveness

Constructivism in the ID world

ID Is actually a behavioral model.

Social constructivism: knowledge is constructed inside learner’s head and then socially negotiated within a group

Focus of behaviorism: outcome

Focus of constructivism: process of learning

Constructivist classroom:

                  Authentic activities

                  Social context

                  Multiple perspectives

                  Knowledge construction

                  Metacognition – reflection on their own constructions

Also, Robyler adds:  problem based learning, group work, learning as exploration, authentic assessment, rich visual learning environments

For radical constructivism, learners should negotiate their learning goals with the teachers
-setting learning goals can be done in collaboration with students, constructivist approach uses scaffolding here-
-authentic testing
-assess prerequisites: very important to know where your learners are in the learning process
-selecting available text: uses less text than traditional classroom
-selecting activities: authentic activities i.e. problem-based learning
-selecting media: both at the same time frame, so uses technology