Instructional Design

1. Instructional Design Instructional-design theory provides guidance on how to help people learn (or develop) in different situations and under different conditions. This guidance includes what to teach and how to teach it. To do this, instructional-design theory must take into account both methods and situations. Just as a carpenter uses different tools for different situations, so do instructional design theories offer instructional designers and teachers different tools for facilitating learning in different situations.Read more: Instructional Design - Anchored Instruction, Case-based Reasoning, Direct Instruction, Learning Communities, Learning Through Design - OVERVIEW - Theory, Theories, Methods, and Reigeluth - StateUniversity.comhttp://education.stateuniversity.com/pages/2097/Instructional-Design.html#ixzz1rGpzKQJu

2. Two Instructional Design Models

3. Model Comparisons Directed Instruction Kemp Model The Morrison-Ross-Kemp model has three characteristics that differentiate it from some other models: •instruction is considered from the perspective of the learner •the model takes a general systems or even object-oriented view towards instructional development •the model emphasizes management of the instructional design process http://michaelhanley.ie/elearningcurve/discovering-instructional-design-11-the-kemp-model/2009/06/10/ • The basic components of direct instruction are: • Setting clear goals for students and making sure they understand these goals. • Presenting a sequence of well-organized assignments. • Giving students clear, concise explanations and illustrations of the subject matter. • Asking frequent questions to see if the students understand the work. • Giving students frequent opportunities to practice what they have learned. • http://education.calumet.purdue.edu/vockell/edpsybook/edpsy2/edpsy2_direct.htm

4. The nine elements in the Kemp model can be listed out as follows. • * Problem identification • * Target group identification and analysis • * Analyze the tasks ahead • * Defining the instructional objectives • * Sequencing the content • * Determine the instructional strategies • * Design the instructional material or the instructional message • * Deliver the instructions • *Develop the evaluation process for instructional objectives • The model does not require the users to follow each of these elements one after the other. But, each element would be mostly independent of each other. • Therefore, it’s evident that the use of Kemp model not only allows the designers to exert freedom, but also will allow them to picture the entire process rather than limiting themselves to a single element at a given time. • http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

5. Our Changing Society Today, American society is more diverse than ever before. The 1990 census showed significant increases in our country’s minority populations, and this trend will likely continue. Currently, 27% of our public school enrollment is made up of children of color. This percentage reflects the changing racial and ethnic makeup of our country; and immigrants, both legal and illegal, account for much of this change. For all of America’s students, schools must begin a focused and concerted effort to provide for today’s students the skills, attitudes, and knowledge they will need to be successful in the pluralistic and interdependent world in which these students will live and work as adults. http://www.eduplace.com/science/profdev/articles/scott.html Directed Instruction Kemp Model In most classrooms today, the most prevalent teaching method is whole-class direct instruction. Because of the dominance of this structure nation-wide, commercially available curriculum and state learning standards are designed to be implemented in this type of learning environment. http://www.multiage-education.com/russportfolio/curriculumtopics/curoverview.html

6. Why are they important in today’s society? http://education.calumet.purdue.edu/vockell/edpsybook/edpsy2/edpsy2_direct.htm http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

7. Kemp's Instructional Design Model in today’s society In today's workplace an investment in targeted and high quality training is seen as a corporate advantage. “The productivity of knowledge and knowledge workers will not be the only competitive factor in the world economy. It is, however, likely to become the decisive factor…”. To deliver the focused and current training required in rapidly changing business environments, Internet technology has become ubiquitous as a delivery platform creating a need to identify effective ISD approaches appropriate to the technology. Today we use many different methods to impart learning in work education. Multimedia is used in every classroom and we consider it a tool of today’s technology. http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

8. Value in schools Not all topics are amenable to direct instruction. Indeed, even within a single grade level or subject area it is possible that some learners will profit from direct instruction, while others will profit from a less direct approach to instruction. Direct instruction has proved especially effective in teaching basic skills (such as reading and math) and skills that are fundamental to more complex activities (such as basic study skills or the prerequisite skills for long division). Direct instruction is not as likely to be useful for teaching less structured topics, such as English composition or discussion of social issues. Direct instruction is an example of one way to use academic learning time effectively. Direct instruction is not a synonym for good teaching. To avoid misapplications of direct instruction, it is essential to look at the rationale behind it. Direct instruction works because it enables the teacher and learner to focus as actively as possible on activities that promote the effective use of instructional time.In a large number of instances, the steps listed in the previous paragraph will bring about this high degree of active participation in the learning process. In other instances, however, different, less direct strategies may more effectively promote active participation. http://education.calumet.purdue.edu/vockell/edpsybook/edpsy2/edpsy2_direct.htm

9. Direct Instruction in today’s society The DirectInstruction focus on teaching sequences of skills that begin with lower-level skills and build to higher-level skills. However, educational and corporate settings increasingly require people to solve problems in ill-structured and complex domains–problems for which there is not a clear solution or just one way of doing things. The most closely-studied differences have been between “traditional” directed-teaching methods and learner-centered constructivist approaches. Direct methods have been criticized for failing to emphasize practical problem solving and critical thinking (e.g., Brown, Collins, & Duguid, 1989; National Science Teachers’ Association, 1993). Some educators have attributed performance deficiencies to teaching approaches that cultivate oversimplified, and often superficial, understanding (Spiro, Feltovich, Jacobson, & Coulson, 1991). Externally centered Instructional methods, according to critics, fail to address the knowledge requirements of a rapidly expanding technological society. http://courses.ischool.berkeley.edu/i290-pm4e/f10/sites/default/files/hannafin.pdf

10. Effective Instructional design models Many current instructional design models suggest that the most effective learning environments are those that are problem-based and involve the student in four distinct phases of learning: (1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration or these skills into real world activities. Much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning. http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

11. Student Perspective A student or participant may see Instructional Design in many different ways based on their experience throughout the process. If a student felt that their needs were met based on their learner characteristics, they may see instructional design as a well thought out process that was instrumental in helping them learn, be motivated, or changed their attitude. I believe students would like the Kemp model better than the Direct Instructional model because they will be more active.

12. Value of Instructional Design in Schools • If teachers and/or trainers take the time and adapt the Kemp model accurately when giving instruction. It yields achievement that align with different orientations to the field. It could focus on the development of instructional materials, or meaningful learning experiences whereas a focus on the environment is oriented toward creating an atmosphere that fosters learning. • Kemp, J.E., Morrison, G.R., & Ross, S.M. (6th Edition, 2011). Designing effective instruction. New York, New York: John Wiley & Sons, Inc.

13. Role the students will play in the future. • Students will follow the role that they have been shown. If done properly, in the future they will be carrying out and coordinating the planning work and will be competent in managing all aspects of the instructional design process. Kemp, J.E., Morrison, G.R., & Ross, S.M. (6th Edition, 2011). Designing effective instruction. New York, New York: John Wiley & Sons, Inc.

14. Reflection • I would like to be able to adopt the Kemp model to meet the needs of my 2nd grade students. This process ensures that every student based on their needs and learner characteristics receives the proper instruction. However, this process is very time consuming and it would be very difficult to adapt for every standard that has to be taught in a grade level. I can use it when teaching a specific unit or theme. I also plan to use this modelwhen I am implementinga training formy co-workers. • Through research, I have learned how Instructional Design is vital in helping 21st Century Learners explore, engage in higher-level thinking and actively engage in critical thinking to gain stronger and more independent learners. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf