Creating an Instructional Model

In

Partial Fulfillment

Of

The Requirements of

[EDID6503 Instructional Design Theories, Models and Strategies - Trimester 1 -

(2022)]

Student: Tracy Charles

University of the West Indies Open Campus

Course Coordinator – Dr. Camille Dickson-Deane

[02/11/2022]
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Table of Contents

Topics Page

 Summary of the work environment……………………………… 3

 Instructional model that best describes my work Environment… 4

 Instructional Models and their impact on my work………………………..5

 Creation of Instructional Design Model…………………………..…… 8

 Reflection of the process………………………….. ………………… 11

 References ……………………………………………………... 12
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Summary of the work environment

Hope Secondary School formerly Swami Purananada/Cove & John/ Hindu College
established by Swam Puranandaji Maharaj, an Indian Monk, in September 1957. The school
previously occupied a building at the Cove & John Ashram and relocated to Hope Village East
Coast Demerara in the year 2007.
The village of Hope is bordered on East by the eight-door sluice and is just off the main
road to Berbice. Learners from a diverse background attend this school and the hails from
Mahaica to Mon Repos.
The modern state-of-the-art building can accommodate 1000 students but has a current
enrollment of just above 800 students. It has an industrial technology, informational technology,
science and foods laboratory as well as a farm for agricultural science practical.
The learners from Grade 7 through Grade 11 have an average performance and the school
is listed “B” grade.
Before the last five years, traditional face-to-face delivery was the sole mode of classroom
delivery. However, in 2020, when there was an outbreak of the Covid 19 Pandemic the mode of
instruction changed to virtual learning only and in 2021 a blended, integrated approach of face-
to-face and virtual learning. Presently, the traditional face-to-face mode of delivery has been re-
established.
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
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State how specific instructional model(s) you

have identified best describe your work

Environment.

Dorin, Demmin & Gabel (1990), defined a model as a ‘’mental picture that helps us to

understand something we cannot see or experience directly.’’, while Seels & Glasgow (1998)

defined an Instructional Design Model as visual or verbal representations of the instructional

design process that is used to guide and complete design in many training and educational

settings.

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.

As the Head of the Agricultural Science of Hope Secondary, I conducted and inspected

various classroom engagements to determine the specific model used at Hope Secondary School.

These inspections were conducted during instructional periods when staff members carried out

their daily schedule of engaging learners from Grade 7 through Grade 11. The activities

included; problem-solving, discussion, presentation, practical activities (cooking, planting,

rearing chickens, building furniture), experimenting in the science lab, testing, and other teaching

activities. My introspection has led me to believe that several instructional design models were

employed at Hope Secondary School in meeting the requirements of a “high achieving” learning
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environment. However, two main models grasp my interest. These include the ARCS

Motivational Model and the Backward Design Model.

Instructional Models and their impact on

Motivation is an important component of any instructional design (John E. Barbuto. Jr.

2006). Learners learn because they are motivated and enjoy the process of learning (Ping Xiang,

Ron E McBride, & April Bruene 2006). Motivation can be achieved through learners’

participation and confidence. The ARCS Model of Motivational Design (See l Figure 1) is used

in the classroom to provide learner-focused motivation. John Keller’s ARCS Model of

Motivational Design; consists of four steps for promoting and sustaining motivation in the

learning process: Attention, Relevance, Confidence, and Satisfaction (ARCS).

ARCS Model of Motivational Design in the Hope Secondary School environment

context

 Attention: teachers at Hope Secondary use various teaching methods to effectively teach

and reinforce concepts taught. Some of these include questioning; discussion and

demonstration.

 Relevance: In order to increase learners’ motivation relevance is employed at Hope

Secondary school. The use of concrete language and examples that learners are familiar

with are utilized. Students are motivated to succeed by establishing the values of

acquiring a good education and its importance to their future.

 Confidence: In addition, learners are exposed to other environments other than those

they are already familiar with. Some of these include field trips, extracurricular activities

(sports), and cultural activities. These help to build learners self-confidence.

 Satisfaction: At Hope Secondary School, learners are provided with feedback on their

learning progress as well as reinforcement for their outstanding achievements.

 Figure 1 ARCS Model

Model 2: The Backward Design Model

Wiggins & McTighe developed this model in the year 2000 as a systematic instructional

design model (See figure 2). The model consists of three stages:

Stage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence of Learning

Stage 3: Design Learning Experiences & Instruction

The model was developed due to its ability to allow designers to start the design process

with the desired outcome in mind and then formulate the curriculum from the feedback obtained

from learners. (Wiggins & McTighe, 2000).

Stages of the Backward Design Model in relation to Hope Secondary School environment

are:

Stage 1: At Hope Secondary teachers first identify specific goals needed to be

accomplished and then incorporate them in their daily lesson plans.

Stage 2: The staff at Hope Secondary determine the desired learner performances to show

mastery of the skills taught in the learning process. They provide ongoing and various types of

assessments to measure learners’ mastery of the skills taught. Feedback is provided on learners’

progress and they are motivated to move forward, thus increasing their performance.

Stage 3: The best teaching-learning experience is realized and implemented effectively.

Figure 2 The Backward Design Model

The model I have created that best

illustrates my work environment

After reviewing various instructional design models, two thoughts came into being for

the creation and naming of the CES PEP Goal-Oriented Model (See Figure 3).

Firstly, the thought that my work environment is responsible for engaging learners in

instruction that allows them to demonstrate critical thinking, active learning, and problem-

solving caused me to create a model that will be ideal to continue the promotion of learning for

the 21st century. The models that are employed at my school presently are more suited for the

more traditional chalk-and-talk methodology. Therefore, the creation of the CES PEP Goal-

Oriented Model caters to more student-centered instruction

Secondly, the word goal was integrated into the model because according to Braxton,

Bronico, & Looms 1995 “An instructional design model provides a 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.” An important characteristic of instructional design

theories is that they are goal oriented. With this in mind, I used the first letter of my model to

name it as well as added the term goal oriented. CES PEP Goal-Oriented Model will be accepted

at Hope Secondary School since the model promotes flexibility, critical thinking, learner-

centered, and the integration of technology in the teaching-learning process. The model will also

incorporate the strategies of the existing models with the addition of technology:

 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 Present Model New Model

Flexibility of use x *

Technology Integration x *

Constructivist view x *

Key for the table= the more * here are the more positive the criteria
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Capture learner's
attention -use
interesting
introductory activities
to sustain learners
attention

Establish desired
learning outcome -
Provide feedback -
inform learners about
inform students of

CES PEP
the expected learning
their progress.
outcome to measure
failure or success

Goal-
Oriented
Model
Evaluate learners
Stimulate prior
performance - conduct
knowledge -
questioning exercise,
brainstrom learners to
formal tests to know
know what they
whether learners have
already know to move
grasp the concepts
to the unknown
taught

Present content - use

Figure 3 The CES PEP Goal-Oriented Model

Reflection of the process

At the beginning of the project, I was unsure of how to go about creating the model. Prior

to conducting my research, I thought that there was only one model employed at my workplace.

However, I learned that there were various models used at my workplace but I only focused on

the two main models.

In creating the model, I experienced varying levels of challenges. I wanted to create a

model that is flexible yet workable at the same time. However, I focused my design on

inspiration from Robert Gagne’s Nine Events of Instruction. I believed that the model that I gave

created is workable and unique and it will be supported at my workplace.

In conclusion, the assignment was challenging yet interesting. However, the limited time

period possesses a bit of a hindrance to what I wanted to accomplish.

References

Braxton S, Bronico K, Looms T (1995). Instructional design methodologies and

techniques.

Childre, A., Sands, J.R., Pope, S.T. (2009). Backward design. Teaching Exceptional

Children, 41(5), 6-14.

Dick, W., Carey, L., & Carey, J.O. (2005). The systematic design of instruction. Boston,

Massachusetts: Pearson//Allyn and Bacon

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