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Example of A Non-Research Academic Text Followed by Its Summary. Original Text

The document discusses four classroom-oriented instructional design models: 1) Gerlach and Ely's (1980) linear but recursive model, 2) Heinich, Molenda, Russel and Smaldino's (1999) ASSURE model which follows the sequence of analyze, state, select, utilize, require, and evaluate, 3) Newby, Stepich, Lehman, and Russel's (2000) PIE model which is learner-centered and follows plan, implement, evaluate, and 4) Morrison, Ross, and Kemp's (2001) model which incorporates nine essential elements in curriculum planning.

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275 views2 pages

Example of A Non-Research Academic Text Followed by Its Summary. Original Text

The document discusses four classroom-oriented instructional design models: 1) Gerlach and Ely's (1980) linear but recursive model, 2) Heinich, Molenda, Russel and Smaldino's (1999) ASSURE model which follows the sequence of analyze, state, select, utilize, require, and evaluate, 3) Newby, Stepich, Lehman, and Russel's (2000) PIE model which is learner-centered and follows plan, implement, evaluate, and 4) Morrison, Ross, and Kemp's (2001) model which incorporates nine essential elements in curriculum planning.

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Example of a Non-research academic text followed by its summary.

Original Text

Several instructional design models were proposed. The model of highest interest among teachers
and practitioners are the classroom-oriented models because they are directly related to teaching or
instruction. As defined, classroom-oriented models relate themselves to hoe teaching or instruction should
be undertaken. There are four models under this type.

The first classroom-oriented model was proposed by Gerlach and Ely (1980). Generally, the model
exhibits linear but somewhat recursive and simultaneous activities. It includes the following components in
chronological order: objective specification, content specification, assessment of entry behaviors, five
simultaneously-performed activities (determining strategy, organizing groups, allocating time, allocating
space, and selecting resources), performance evaluation which is directly related to objectives, and analysis
of feedback which involves the evaluation of objectives and strategies used in the model.

The second classroom-oriented model, known as ASSURE, was suggested by Heinich, Molenda,
Russel and Smaldino (1999). ASSURE stands for analyze learners, state objectives, select media and
materials, utilize media and materials, require learner participation, and evaluate and revise. Analysis of
learners involves the identification of their entry characteristics (e.g., grade level and social/cultural
background), entry competencies, and learning styles. When stating objectives, they should be outcome-
based with specific and measurable terms using ABCD format (I.e., audience, behaviour, conditions, and
degree). As regards selecting media and materials, this can be done by using the existing materials using
specific criteria and procedures. After selecting materials comes their utilization. At thus junction, teachers
play a very crucial role of delivering the instruction adapted to its intended learners. The next step is to
require learners to participate. The term require here is not equated to forcing learners to do what they do
not want to do; it only means that leaners should be actively involved in all classroom activities. The last step
in ASSURE model is the evaluation and revision of the whole process to ensure the achievement of intended
objectives. Revision is undertaken with the discrepancies between actual and intended aims in mind.

The third model in the list is the Newby, Stepich, Lehman,a nd Russel model (2000). It is popularly
known as the PIE model which stands for planning, implementing, and evaluating. Planning involves the
collection of data about the learner, content, and setting and on how technology can facilitate the teaching
process. Implementation stage involves activities of integrating technology and other forms of media into
lessons. Finally, the evaluation stage relates itself to the assessment of the learners and date to improve
both the performance of teachers and learners. Unlike other classroom-oriented models, the developers of
the PIE model claim that it shifted the focus from a teacher-centered classroom environment to a ore
learner-centered one.
The last model under the classroom-oriented models is the Morrrison, Ross,a dn Kemp model (2001)
which focuses on curriculum planning. It is a learner-centered model that incorporates nine essential
elements to instructional development plan. These elements are listed as follows (p.6): (1) identification of
instructional problems and specification of goals for designing instructional progrmams; (2) examination of
learner’s characteristics needed when making instructional decisions; (3) identification of content and analysis
of task components against the stated goals and objectives; (4) specification of instructional objectives; (5)
logical sequencing of content; (6) designing of instructional strategies to accomplish objectives; (7) planning
and developing the instruction; (8) development of evaluation tools to assess objectives, and (9) selection of
resources to support instruction and learning activities. All of the presented models are highly encompassing
as they are applicable to multiple courses and subjects not specifically for language teaching.

Source: Gustafson, K., & Branch, R. (2002). Survey of Instructional development models (4 th ed).
Syracuse, New York: ERIC Clearinghouse on Information and Technology

Summarize Text

In the book of Gustafson and Branch (2002) titled “Survey of Instructional Development Models,” they
presented four models that are classified as classroom-oriented models. These models include Gerlach and Ely
model (1980), Heinich, Molenda, Russel and Smaldino model (1999), Newby, Stepich, Lehman, and Russel
model (2000), and Morrison, Ross, and Kemp model (2001). Gerlach and Ely model (1980) follows a linear but
recursive pattern in its activities. Heinich, Molenda, Russel, and Smaldino model (1999), on the other hand,
follows the ASSURE sequence which stands for analysis of learners, statement of objectives, selection and
utilization of media and materials, requirement for participation among leaners, and evaluation. Unlike the
first two models, Newby, Stepich, Lehman, and Russel model (2000) is more leaner-centered model that
follows the planning-implementation-evaluation sequence. Finally, there is the Morrison, Ross, and Kemp
model (2001) that incorporates nine essential elements in its instructional design.

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