Creating an Instructional Model In Partial Fulfillment Of The Requirements of [EDID6503 Instructional Design Theories, Models and Strategies - Trimester

1 (2014)] Student: Pierre Jane University of the West Indies Open Campus Course Coordinator Dr. Camille Dickson-Deane [28/03/14]

Table of Contents Topics Page

Summary of the work environment

Instructional model that best describe my work Environment ..

Instructional Models and their impact in my work..5

How specific instructional model describe my work environment. 11

Reflection of the process..

13

References ...

13

Summary of the work environment

In 1975, the St. Barbras Government Primary School, a large, two story concrete co-ed facility that houses two hundred (200) students was established in the hilly Laventille, East Dry River district of Port of Spain, Trinidad. The district of Laventille, bordered on both the north and east by the Lady Young Road and on the south by the Eastern Main Road and with the East Dry River forming its western border, is one of the poorest suburbs of the capital city and as far back as can be remembered the district has been challenged with Little or non-existent economic opportunities Semi to unskilled low income workers

The consequence of which has manifested itself in extensive poverty and recidivistic crime. Most of the schools two hundred (200) infant through grade five students come from low income and single parent families and absenteeism at the school is high on any given day. There is little to no parental support and the school is considered a low-achieving one. Previous to the last six years, traditional face to face delivery was the sole mode of classroom instruction delivery. In 2008, with the entrance of a new principal, who put forward a mandate to move the school from low-achieving one to that of a high-achieving one, along with the initiative of the Ministry of Education to implement ICT in all primary schools before 2015, the St. Barbras Government Primary School adopted a blended, integrated, whole school approach to teaching and learning that explores the integration of face-to-face learning with online learning. The blended approach adopted by the school to engage students in the learning process as they build new knowledge consists of: Unit Planning and Implementation Lesson Planning Classroom delivered teacher instruction Online learning in a computer lab to provide remedial practice in weak areas Internet research for completing group projects

State how specific instructional model(s) you have identified best describe your work Environment.
According to Dorin, Demmin & Gabel (1990), A model is a mental picture that helps us understand something we cannot see or experience directly and Instructional Design (ISD) Models are visual or verbal representations of the instructional design process that are used to guide and complete design in many training and educational settings. (Seels & Glasgow, 1998) Morrison, Ross, & Kemp (2004) suggest that instructional design models help designers to understand and use theoretical frameworks to create effective lessons to engage their learners. Martin Ryder of University of Colorado at Denver School of Education says that The value of a specific model is determined within the context of its use and like any other instrument, a model assumes a specific intention of its user and the model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity. As a member of the teaching staff of St. Barbras Government Primary School , I conducted many moments of quiet introspection to determine the specific model used there (I felt sure it was 1). My moments of introspection was conducted as staff members carried out their daily schedule of engaging their students from infant through standard five in activities that include: problem solving, class discussion, role play, brain storming, testing and many more teaching activities that are too numerous to mention at present. My introspection led me to believe that several instructional design models were being employed in meeting the requirements of a high achieving learning environment, however the four main models that stood out are: I. II. III. IV. The Dick and Carey Model The Backward Design The Morrison Ross and Kemp (also known as the Kemp Model) The ARCS Motivational Model

Instructional Models and their impact in my work environment

Model 1 The Dick and Carey Model The Dick and Carey Systems Approach Model, (See Figure1) developed by Walter Dick and Lou Carey in 1978 is a prescriptive model that takes a comprehensive view of the learning and learner context. The model has 9 stages, these are: Stage 1: Assess Needs to Identify Goal(s): Stage 2: Conduct Instructional Analysis: Stage 3: Analyze Learners and Contexts: Stage 4: Write Performance Objectives: Stage 5: Develop Assessment Instruments: Stage 6: Develop Instructional Strategy: Stage 7: Develop and Select Instructional Materials Stage 8: Develop and Construct Formative Evaluation of Instruction: Stage 9: Revise Instruction:

The components of the Dick and Carey Model 1. Identify Instructional Goals

2. Conduct Instructional Analysis

3. Identify Entry Behaviors and Learner Characteristics

4. Write Performance Objectives:

5. Develop Assessment Instruments:

6. Develop Instructional Strategy: 7. Develop and Select Instructional Materials 8. Design and Conduct Formative Evaluation of Instruction 9. Revise Instruction:

Relation St. Barbras Government Primary School work environment The curriculum and principals vision for high achievement help identify what the students are expected to know or learn through the learning process (assessment, goal statements. Teachers conduct assessments to identify the skills students have at present and what skills they need to achieve the desired goals identified in the previous stage. Students current level of skill is assessed and students are grouped with other students with similar abilities and assigned to a particular class St. Barbras teachers carry out lesson planning, matching and writing specific outcomes to skills. Weekly, monthly and term tests along with class projects to accomplish outcome objective are developed Teachers identify the best strategies to be used with lessons to support active learning. Teachers decide on instructional material to use to achieve the desired learning outcome Students performance are studied and instructional strategies are revisited to make improvements where necessary Effectiveness of the strategies employed in instructions are review against student performance

Model 2 The Backward Design Model This Backward Design Model developed by Wiggins & Mctighe (See Figure 2) in 2000 is a systematic instructional design model consisting of three stages: Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence of Learning Stage 3: Design Learning Experiences & Instruction The model earned its name due to its ability to allow designers to start the design process with the desired end (back) in mind and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform. (Wiggins and McTighe, 2000, page 8). Three stages of the Backward Design Model in relation to the St. Barbras Government Primary School environment are: Stage 1: The mandate of moving from a low-achiever school to that of a highachiever is no easy feat. The first stage of the Backward Design Model allows teachers to identify specific goals needed to accomplish this mission and to incorporate them in their lesson plans. Stage 2: My colleagues and I determine the desired student performances to show mastery of the skills taught in the learning process. We provide ongoing and varied types of assessments to measure students mastery of the skills taught. Students are made aware of their progress in these assessments and motivated to increase their performance. Stage 3: At this stage the best teaching learning experiences needed is decided and implemented with revision of its steps if needs be.

Model 3 The ARCS Model of Motivational Design For the learning process to be successful, students must be motivated to learn and excel in the education process. The ARCS Model of Motivational Design (See Figure3) is employed to provide learner focused motivation. John Kellers ARCS Model of Motivational Design,

consists of the following four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, Satisfaction (ARCS). ARCS Model of Motivational Design in the St. Barbras Government Primary School environment context Attention: to better teach and reinforce concepts teachers use varied methods of attracting the students attention. Some of these include: Questioning Humor Class discussion Role playing Relevance: St. Barbras Government Primary School environment teachers establish relevance in order to increase a learners motivation. To do this, the use of concrete language and examples with which the students are familiar with are employed. Students are motivated to succeed by pointing out to them the value of obtaining an education, and the relevance to their lively hood in time to come. Confidence: Pupils are exposed to other environments than the one they are familiar with, through exposure to field trips, sports and cultural activities to provide vicarious experiences and build their confidence. Students attainment in these activities are highlighted and rewarded for other students to view. Satisfaction: feedback and reinforcement of students achievements form part of the daily regime at St. Barbras Government Primary School to provide intrinsic and extrinsic motivation to students.

Model 4 The Morrison Ross and Kemp (also known as the Kemp Model) The Morrison Ross and Kemp (also known as the Kemp Model) (See Figure4) is a nonlinear design model that consists of nine key elements that emphasizes continuous assessment in the system it is employed in, such as the St. Barbras Government Primary School. The nine steps of the Kemp Model are: 1. Identify instructional problems, and specify goals for designing an instructional program. 2. Examine learner characteristics that should receive attention during planning. 3. Identify subject content, and analyze task components related to stated goals and purposes. 4. State instructional objectives for the learner. 5. Sequence content within each instructional unit for logical learning. 6. Design instructional strategies so that each learner can master the objectives. 7. Plan the instructional message and delivery. 8. Develop evaluation instruments to assess objectives. 9. Select resources to support instruction and learning activities. The Morrison Ross and Kemp Model in the St. Barbras Government Primary School context. In its quest to be a high-achiever , a constructivist view of learning is mainly employed and as such new and improved methods of presenting instructions are always being sought in an effort to engage and motivate students throughout the learning process and consequently there has been an introduction of an e-Learning component to the schools education process and more emphasis have been put on assessment. However despite the fact that the model seem to be in use all aspects of it is not utilized.

Instructional strategies that are prevalent in my work environment

1.

Direct Instruction Strategy - one of the most utilized strategies by St. Barbras Government Primary School teachers as they seek to gain students attention and involve them in knowledge construction during the teaching and learning process. Direct instructional strategies are administered through: practices of structured overview and drill and practice of subject area matter, both of which increase retention of knowledge.

2.

Indirect Instruction Strategy- students are challenged to actively learn through countless involvement in activities that encourage students to think critically and problem solve while working collaboratively attempting group projects with their peers or doing independent work. Students are also inspired to broaden their creativity by exploring different genres of reading, reading for meaning, thinking, and reflective class discussions on what they have observed, heard and read.

The model I have created that best illustrates my work environment

Three thoughts were responsible for the development and naming of the ABDC &K Goal Oriented Instructional Design Model (See Figure 5). Firstly, the thought that my work environment is one that is responsible for encouraging students to demonstrate critical thinking, be active in their own learning, demonstrate a deep understanding of content matter taught and be able to apply this knowledge to problems in and out of the classroom, caused me to think of a model that would continue to promote these requirements and to incorporate a more 21st century constructivist view of learning. The models that I think are employed now are not utilized to their fullest and I therefore looked at each in turn and selected what I thought were the positive elements of each to create the new model. Secondly, the following two quotes that I came across, spoke about the word goal and I thought I would incorporate the word into the name of the model. Braxton, Bronico, and Looms, 1995 (as cited in Thomas, 2010) indicated that An instructional design (ID) model provides procedural framework for the systematic production of instruction. It incorporates basic elements of the instructional design process, including analysis of the intended audience and determination of goals and objectives, and may be used in different contexts. It prescribes how combinations of instructional strategy components should be integrated to produce a course of instruction and Reigeluth C. (2005) statement that An important

characteristic of instructional-design theories is that they are design oriented (or goal oriented).

Finally, I arranged the names of the models in alphabetical order, added the term goal oriented and came up with: ABDC &K Goal Oriented Instructional Design Model 1. 2. 3. 4. ARCS Motivational Model Backward Design Dick and Carey Model Kemp Model

ABDC& K Goal Oriented Instructional Design Model will be supportive of St. Barbras Government Primary School environment since the model is not fixed and promotes flexibility,

extensive revision, and is very accommodating of integrating e-Learning components in the teaching and learning process. The model will incorporate the strategies of all the parent models plus a more extensive use of elearning to promote activities: Foster Online global school partnerships with foreign and local schools Simulations-The use of simulation to build skills such as map reading skills E portfolio development Debating Rubric generation Improved assessment and evaluation methods in providing 21st century learning.

Similarities and Differences in the model Criteria Flexibility of use Fostering of e-learning Promotes constructivist view of learning Present Model ** ** *** New model **** ***** *****

Key for the table= the more * there are the more positive the criteria

Reflection of the process

At the beginning of the project I was a bit confused since before conducting my research I was sure that there was only one model employed at my work place. Questions to other colleagues were not helpful since some of them felt as I did and some didnt know which we used and others mentioned some other model that only since doing research I have come across and realized that were not correct. The confusion continued because in reading about models there seem to be some of each model I read about being used at not only my work place but at other schools also. Then came the design part of the assignment. I thought to myself make sure and do something workable but unique since hey you never know my model could be the ADDIE Model being used in the next 5-10 years. What to include nd not include presented a bit of a challenge but in the end I did what I thought was workable and unique. In all fairness the assignment was interesting but as usual the time constraint adds a bit of a hindrance to what you would like to accomplish.

Figure ! Dick and Carey Model

Figure 2: The Backwrd Design Model

Figure 3: ARCS Motivational Model

Figure 4 The Kemp Model.

Figure 5

References Reigeluth, C. (2005) What is Instructional-Design Theory and How is it Changing? Indiana University

https://sites.google.com/site/funwithwordproblems/about-me/learning-process http://olc.spsd.sk.ca/De/PD/instr/strats/structuredoverview/index.html http://olc.spsd.sk.ca/De/PD/instr/direct.html

http://carbon.ucdenver.edu/~mryder/itc/idmodels.html https://sites.google.com/a/nau.edu/educationallearningtheories/backward-design-model http://www.instructionaldesign.org/models/kemp_model.html