Chapter 6

INSTRUCTIONAL DESIGN
MODELS AND METHODS

Different Instructional models came about to suit diverse learners and instructional materials over the
years.

 ASSURE Model
 ADDIE Model
 Dick and Carey Model
 Gagne’s Nine Events of Instruction

ASSURE MODEL

The ASSURE model is guide for planning and conducting instruction that uses media. It has six steps,
represented by the acronym in its title that describes a set of tasks central to the informed selection and use of
educational technology.

o Analyze Learners
o State Objectives
o Select Media and Materials
o Utilize Media and Materials
o Require Learner Participation
o Evaluate and Revise

ANALYZE LEARNERS

The first step in planning is to specifically identify your audience. You must know the audience if you are
to select the best medium to meet the objectives you have set. The audience should be analyzed in terms of their
general characteristics and specific entry competencies and learning style.

The following are some data which the teacher can use to analyze the learner.
Number of Students – This will help the teacher look for strategies suited for small group or big group.
a. Collaborative strategies can be used for small group of students composed of varied ability levels like
above average, average and below average students working together to solve a problem, constructing
miniature buildings, and playing games.
b. Big groups can be given a lecture and discussion after the lecture, games for big groups, while small
groups can conduct research and experimentation.
c. Learning style like Visual, aural, and kinesthetic will help the teacher plan lessons suited to each style.

STATE OBJECTIVES

The next step in planning is to specifically state the objectives for the instructional experience. The learning
objectives are derived from the curriculum and technology standard which describe the expected performance
outcomes established at the school. The learning objective is a statement of what the learner will achieve and not
how the lesson will be taught. Standard can be content or achievement.

Importance of Standards and Objectives

 Basis for strategies, technology and media selection
  Stating standards and learning objectives also helps the teacher design accurate assessment of
student learning.
 Standards and objectives enable the students to prepare for and participate in activities when they
know the expected outcome.

Objectives typically contain four basic parts:

 Audience-who your learners are?
 Behavior to be demonstrated.
 Conditions under which the behavior will be observed.
 Degree to which the learned skills are to be mastered.

SELECT METHODS, MEDIA AND MATERIALS

Once you know your audience and have a clear idea of what they should get out of the lesson, then its
time to select the appropriate method for the given learning task, select available materials, modify existing
materials, or design new materials to help accomplish this task.

UTILIZE MEDIA AND MATERIALS

5 P’s process:
1. Preview the technology, media, and materials.
2. Prepare the technology, media, and materials.
3. Prepare the environment.
4. Prepare the learners.
5. Provide the learning experience.

REQUIRE LEARNER PARTICIPATION

Your lesson plan should include a description of how you will require your learners to remember,
understand, apply, analyze, evaluate and create the information included in the lesson. It is critical that your
description states how you plan to get each learner actively and individually involve in the learning process.

EVALUATE AND REVISE

This last stage is often overlooked but it is the most important. You must reflect upon the lesson, the
stated objectives, the instructional strategy, the instructional materials. And the assessment and determine if
these elements of the lesson were effective or if one or more of them need to be changed. If there are
discrepancies between what you intended and what actually happened during the lesson, make appropriate
revisions before using the lesson again.

Evaluation Methods:
 Student Performance
 Media Effectiveness
 Instructor Performance

ADDIE MODEL

The ADDIE instructional design model is commonly used by instructional designers. The ADDIE model is at
very core of instructional design and is basis of instructional system design (ISD). ADDIE model consists of five
cyclicals Phase-Analysis, Design, Development, Implementation, and Evaluation .
5 Cyclical Phase of ADDIE model:

Analysis – In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are set,
and the learning environment and learner’s exiting knowledge and skills are identified.

Design – the design phase deals with learning objectives, assessment instruments, exercises, content, subject
matter analysis, lesson planning and media selection. The design phase should be systematic and specific.

Development – where instructional designers and developers create and assemble the content assets that were
blueprinted in the design phase. Story boards are created, content is written, and graphics are designed. If e-
learning is involved, programmers work to develop and/or integrate technologies.

Implementation – A procedure of training the facilitators and the learners is developed the facilitators should
cover the course curriculum, learning outcomes, methods of delivery, and testing procedure.

Evaluation – this phase consists of two parts: formative and summative. Formative evaluation I present in each
stage of ADDIE process. Summative evaluation consists of test designed for domain specific criterion-related
referenced items providing opportunities for feedback from the users which were identified.

DICK AND CAREY MODEL

Dick and Carey Systems Approach Model is another well-known instructional model published in 1978 by Walter
Dick and Lou Carey in their book entitled The Systematic Design of Instruction.

The model views instruction as an entire system, focusing on the interrelationship between context, content,
learning, and instruction.

Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and
performance environments interact with each other and work together to bring about the desired student learning
outcomes.

Components of the System Approach Model, also known as Dick and Carey Model are as follows:

 Identify Instructional Goal(s): Goal statement describes a skill, knowledge or attitude (SKA) that a learner
will be expected to acquire.
 Conduct Instructional Analysis: Identify what a learner must recall and identify what a learner must be
able to do to perform particular task.
 Analyze Learners and Contexts: Identify general characteristics of the target audience including prior
skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be
taught; and perform analysis of the performance and learning settings.
 Write Performance Objectives: Objectives consist of a description of the behavior, the condition and
criteria
 Develop Assessment Instruments: Purpose of entry and behavior testing, purpose of pretesting, purpose
of post testing, purpose of practice items / practice problems.
 Develop Instructional Strategy: pre-instructional activities, content presentation, learner participation,
assessment.
 Develop and Select Instructional Materials
 Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional
materials that are in need of improvement.
 Revise Instruction: To identify poor test items and to identify poor instruction.
  Design and Conduct Summative Evaluation

DALE’S CONE OF EXPERIENCE

Dale’s Cone of Experience is a model that incorporates several theories related to instructional design and learning
process. During 1960s, Edgar Dale theorized that learners retain more information by what they “do “as opposed
to what is “heard”, “read” or “observed”. His research led to the development of the cone of experience.

“Learning by doing” has become known as “experiential learning” or “action learning”.

Dale’s Cone of Experience is a tool to help instructors make decisions about resources and activities. The instructor
can ask the following:

 Where will the student’s experience with this instructional resource fit on the cone? How far is it removed
from real-life?
 What kind of learning experience do you want to provide in the classroom?
 How does this instructional resource augment the information supplied by the textbook?
 What and how many senses can students use to learn this instructional material?
 Does the instructional material enhance learning?

GAGNE’S NINE EVENTS OF INSTRUCTION

Gagne’s (1988) instructional theory has three major elements:

1. It is based on a taxonomy, or classification, of learning outcomes

2. It proposes particular internal and external conditions necessary for achieving these learning
outcomes.
3. It offers nine events of instruction, which serve as a template for developing and delivering a
unit of instruction.
Gagne (1977) identified five major categories of learning:

 Verbal information  Motor skills

 Intellectual skills  Attitudes
 Cognitive strategies

Gagne suggested that learning tasks for intellectual skills could be organized in hierarchy according to
complexity: stimulus recognition, response generation, procedure following, use of terminology,
discriminations, concept formation, rule application and problem solving. The primary significance of the
hierarchy is to identify prerequisites that should be completed to facilitate learning at each level.

Nine instructional events and corresponding cognitive processes:

1. Gain attention
2. Inform learner of objectives
3. Stimulate recall of prior learning
4. Present stimulus material
5. Provide learner guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention transfer

According to Gagne, the following steps should be clearly thought out when designing instruction.

• Identify the types of learning outcomes.

• Each outcome may have prerequisite knowledge or skills that must be identified.
• Identify the internal conditions or processes the learner must have to achieve the outcomes.
• Identify the external conditions or instruction needed to achieve the outcomes
• Specify the learning context.
• Record the characteristics of the learners.
• Select the media for instruction.
• Plan to motivate the learners.
• The instruction is tested with learners in the form of formative evaluation
• After the instruction has been used, summative evaluation is used to judge the effectiveness
of the instruction.

Gagne used the information processing model of internal processes to derive a set of guidelines that
teachers could follow to arrange optimal conditions of learning ( Bostock, 1996 ).
Richey (1986 ) noted that by sequencing instruction, one creates external conditions, which complement
the internal conditions of learning.
Gagne’s model could also be effectively used for developing distance education courses or programs.
However, one can see that adapting the “events” to many classroom settings might be problematic.