Chapter 6

Models enable people to make

sense of the world. A model helps the
users to comprehend faster and better.
An instructional design model gives a
detailed picture that helps would-be
designer solve a problem and clarify
structure and enable to convey the ideas
for the design.
 Different instructional models came out about to suit
diverse learners and instructional materials over the years.
Some models which are easy to apply are discussed to help
teachers in designing instructions and lessons. Let us
review and compare various instructional design models
and methods below:

 ASSURE Model
 ADDIE Model
 Dick and Carey Model
 Gagne’s Nine Events of Instruction
 ASSURE MODEL
The ASSURE Model is a 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
task central to the informed selection and use of educational
technology.
The tasks are:
• Analyze Learners
• State Objectives
• Select Media and Materials
• Utilize Media and Materials
• Require Learner Participation
• Evaluate and Revise
Analyze Learners

The first step in planning is to specifically identify

your audience. Your audience can be students, new
teachers, members of an organization, a youth group etc.

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 and below average students
working together to solve a problem, constructing
miniature buildings, and playing games.
b. Big groups can given a lecture and discussion after
the lecture, games for big groups, while small
groups can conduct research and experimentation.
c. Learning styles 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.

Importance of Standards and Objectives

Standards and objectives are basis for strategies,
technology, and media selection.

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.
 State the objectives using the ABCD format,
describing what the learners will be able to do as a result of
the instruction.

 Audience-who your learners are? Second year students

who will be teachers.
 Behavior to be demonstrated. Select activities based on
the levels of remembering as illustrated in the cone of
experience in planning activities utilizing varied media.
 Conditions under which the behavior will be observed.
Compare the extent of remembering the lessons of the
students taught, using different media with varied
involvement of the senses.
 Degree to which the learned skills are to be mastered.
Applying activities utilizing as many senses as possible
when planning activities guided by the Cone of
Experience
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 it is 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.
 All methods, media and materials needed for the
lesson are listed. Give rationales why these selected
methods, media and materials are appropriate for your
lesson.

1. What are the methods (more than 2)? Interactive,

integrated, experimental, thematic, collaborative or
research.
2. What are the media (ex: flip chart, poster, modules,
sound system, PowerPoint, slide, computer-based tools,
etc.)
3. What are the materials (ex: textbook – the book title,
audio visual by Edgar Dale)
a) PowerPoint presentation using laptop, multimedia
projector, paper and pen.

b) Next, select the methods, (belief lecture, small group

activities, games, etc.) and media/materials, (computer,
projector, pictures, tape recorders etc.) to utilize in the
instruction.

c) Materials were previewed; the room set-up the teaching

situations showing the extent of learning after the
different groups activity utilizing the hierarchy of
activity in he cone.
d) The instructional experience followed. Decisions as to
how to get each learner individually involved in the
lesson (watching the activities shown by the different
groups by utilizing activities using sense of hearing,
creating PowerPoint presentations etc.).

e) Feedback is prepared to let students know how well

they are progressing. Students must be assessed based
on each individual’s contribution to the groups success.

f) Finally, evaluate the students whether or not the

objectives were met and if the media and methods used
were effective. Then the lesson will be revised for future
use.
Utilize Methods, Media and Materials
Now you must decide how the media, materials and
technology must be used to carry out your method/s.

“5 P’s” process which includes the following:

1. Preview the technology, media and materials.

• Give everything a thorough review
2. Prepare the technology, media and materials.
Make sure you have everything you need and that it all
works
• Gather all the equipment that you need
• Create a list of materials and equipment that you will need
for the lesson and an outline of the presentation sequence
of the activities.
3. Prepare the Environment
Utilize Methods, Media and Materials

4. Prepare the learners.

• Inform students of the learning objectives
• Tell students up front how they will be assessed
• Create a “need to know” by telling students how they will
“profit” from the lesson
5. Provide the learning experience.
Require Learner Participation
It is important to note that students learn best when
they are actively involved in the learning experience.

Evaluate and Revise

This last stage is often overlooked but it is the most

important. After instruction, you must evaluate the entire
instructional process.
In this step, you document your plans for evaluating
the impact of your lesson on student learning.
Evaluation methods for each of the following are
included:
1. Students Performance
Create a rubric based on the objectives that you listed in the
second part of this lesson plan as detailed as possible.
2. Media Effectiveness
How will you evaluate the effective use of the media that you
select for this lesson?
3. Instructor Performance
How is your performance assessed in this lesson? You can
have students, co-workers, your supervisors and others to
evaluate your performance.
ADDIE MODEL
The Addie instructional design model is commonly
used by instructional designers.

Analysis
in the analysis phase, the instructional problem is
clarified, the instructional goals and objectives are set and
the learning environment and learner’s existing knowledge
and skills are identified.
Design
the design phase deals with learning objective,
assessment instruments, exercises, content, subject matter
analysis, lesson planning and media selection.
Development
the development phase is where instructional
designers and developers create and assemble the content
assets that were blueprinted in the design phase.
Implementation
During the implementation phase, a procedure for
training the facilitators and the learners is developed.
Evaluation
The evaluation phase consists of two parts: formative
and summative. Formative evaluation is present in each
stage of the ADDIE process. Summative evaluation consists
of tests designed for domain specific criterion-related
referenced items and providing opportunities for feedback
from the users which were identified.
 ADDIE MODEL

Analysis

Design
Formative
Evaluation

Development
Summative
Evaluation

Implementation
DICK AND CAREY MODEL
Another well-known instructional design model is the
Dick and Carey System Approach Model. This model
was originally published in 1978 by Walter Dick and Lou Carey
in their book entitle The Systematic Design of
Instruction.
The components of the Systems Approach Model, also
known as the 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 learner must be able to do to
perform particular task.
• Analyze Learners and Context: 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 setting.

• Write Performance Objectives: objectives consists of a

description of the behavior the condition and criteria. The
component of an objective that describes the criteria that
will be used judge the learner’s performance.

• Develop Assessment Instruments: Purpose of entry

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.

 Revise
Instruction

Conduct
Instructional
Analysis

Assess needs to Write Develop Criterion Develop Develop/Select Develop/Conduct

identify goals Performance Referenced Instructional Instructional Formative
Objectives Test Strategy Material Evaluation

Analyze Develop/Conduct
Learners and Summative
Context Evaluation
DALE’S CONE OF EXPERIENCE

Dale’s Cone of Experience is a model that

incorporates several theories related to instructional
design and learning processes. During the 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. Today, this
“learning by doing” has become known as
“experiential learning” or “action learning”.
 People Generally People are Able to
Remember (Learning Outcomes)

Read
10% of what they read Define Describe
List Explain
20% of what they hear
Hear

View Images

30% of what they see

Watch Video Demonstrate
Apply
Attend Exhibit/Site Practice

50% of what they Watch a Demonstration

hear and see

Participate in Hands-On Workshop

70% of what they Design Collaborative Lesson
say and write Analyze
Design
Simulate or Model a Real Experience Create
Evaluate
90% of what
they do Design/Perform a Presentation – Do The Real Thing

DALE’S CONE OF EXPERIENCE

 GAGNE’S 9 EVENTS OF
INSTRUCTION

1) Gain Attention
2) Inform Learner of Objectives
3) Stimulate Recall or 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 outcome.
 Identify the external conditions or instruction needed to
achieve 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