Running head: CREATING AN INSTRUCTIONAL MODEL

Creating a new instructional model: SPADIE- Students, Planning, Analysis, Design, Implementation and
Evaluation
Giannetti M. George
ID #: 620008549
University of the West Indies, Open Campus
EDID 6503: Instructional Design Theories, Model and Strategies
Assignment 3
October 28, 2016

Running head: CREATING AN INSTRUCTIONAL MODEL

Creating a new instructional model: SPADIE- Students, Planning, Analysis, Design, Implementation and
Evaluation
What is instructional design? Instructional design is the systematic mechanism by which the components of
instruction are organized to create an effective product, and the interrelationship that exist among those
components (Reigelith & Carr-Chellman, 2009; Crawford, 2004). This essay examines the instructional model or
models that exist at a secondary school and the instructional strategies are employed. This will be juxtaposed
against a newly designed instructional model that may better serve the work environment and the justification for
its creation and use.
Description of the work place. The East Coast Secondary School is a 35 year old educational institution
situated in a rural community. The student population is 825 with a teaching staff of 55. There are five year levels,
namely Forms 1 to 5 and the average class size is approximately 30 students of mixed ability. A total of 27 subjects
are taught at the secondary school but not all are offered at every year level. At the Caribbean Examination
Councils Caribbean Secondary Education Certificate (CXCs CSEC) exams level only 26 of the 27 subjects are
undertaken. Over the last five years the CSEC results indicate that the schools average percentage has been
hovering around the mid-fifties to late fifties. The instructional timetable is based on a six day cycle with eight 40
minute periods per day.
More than 90% of the teaching staff is qualified, meaning that they possess a trained teacher certificate or
diploma, and more than 70 % have at least a first degree, yet they had virtually no knowledge of instructional
models. Causal observation of instructional procedure has determined that the institution does not follow any set
instructional model. Discussions with numerous teachers indicate that most of them are not familiar with
instructional models and commonly describe various instructional strategies as models. Discussions with the
principal and vice-principal also validated the notion that there was not a designated instructional model or models
in place, in the work environment. The implication was that teachers used any adhoc strategies they preferred.
Even in the absence of a formal instructional model, there were commonalities in the mode of instruction at East

Running head: CREATING AN INSTRUCTIONAL MODEL

Coast Secondary School. Table 1 provides a matrix which identifies the various instructional strategies commonly
used by teachers for all the subjects offered.
Table 1: Matrix showing the most commonly used Instructional Strategies currently implemented at East Coast
Secondary School
instructional strategies

Subjects
Agricultural
Science
Biology
BT
Construction
B T Woods
Chemistry
Clothing &
Textile
E.D.P.M
English A
Englisg B
Food &
Nutrition
French
Geography
Health &
Family Life
History
H S Biology
I.T.
Integrated Sci
Mathematics
Office Admin
Physical Ed
Physics
P.O.A.
P.O.B.
Social Studies
Spanish
Technical
Drawing
Theatre Art

Discussion
/ lecture

note
taking

drill &
practice

experiment

project

x
x

x
x

x
x

x
x
x

x
x
x

x
x

x
x
x
x

x
x

x
x
x
x
x
x
x
x
x
x
x
x

x
x

stimulation

x
x
x

x
x
x
x
x
x
x
x
x
x
x
x

x
x
x

role
play

x
x
x
x
x
x
x
x
x
x

group
work

quiz

x
x

This matrix was generated based on informal discussions with instructors and actual observations of
lessons. It shows that lectures, note taking, drill and practices and quizzes are frequently used. The over

Running head: CREATING AN INSTRUCTIONAL MODEL

dependency on lecturing provide evidence for the teacher-centered instructional model that reflect the mode of
operation at the school.
What obtains at the East Coast Secondary School may best be described as a Teacher- Centered
Instructional Model. Figure 1 best illustrates the model that currently exist, if one had to be designed. This model
may best be described as linear in nature. Crawford (2014) proposed that linear based instructional models are
usually observed in the traditional classroom environment (p. 58). In addition, a linear, teacher centered
approach does not cater to all types of learners and has the effect of hindering student creativity (Crawford, 2014).
PLANNING

LECTURE
L

STUDENT ACTIVITY

Examples of strategies include:

Discussion

Group work

Drill & practice

Project

Experiment

Reviewing

Note taking

Role play

Simulation

Demonstration

ASSIGNMENTS/ HOMEWORK

SUMMATIVE ASSESSMENT
Figure 1: Teacher-centered Instructional Model implemented at East Coast Secondary School

Running head: CREATING AN INSTRUCTIONAL MODEL

In the teacher centered instructional model of East Coast Secondary School, there are five main
components, namely planning, lecture, student activity, assignment or home-work and summative assessment. The
planning usually comprises of year level schemes of work and individual teacher lesson planning. The lessons
usually begin with teacher lead lectures that may incorporate some kind of teacher lead demonstration. A
significant portion of the lesson may be spent with students engaged in reinforcement activities where they are
quietly and individually writing in their notebooks. Lessons usually, but not always end with home-work being
assigned. Summative tests are administered at the end of topics or units of work and at the end of each teaching
term. The results of the summative exams are not used for any analytical purpose except to rank students.
The new model. The newly designed model was inspired by the non-linear, cyclical design of Kemp
Instructional Design Model (Forest, 2016) and the simplicity of ADDIE (Crawford, 2004). Figure 2 shows the
pictorial depiction of the student-centered instructional model, SPADIE, which is an acronym for Students,
Planning, Analysis, Design, Implementation and Evaluation. SPADIE has six component which are interrelated.
Students. At the center, as a constant reminder that this is a student centered instructional model and that
each component must emanate from the students. Every student has a history, a point of view and experiences that
influence how he or she learns. Etmer & Newby (1993) noted that the cognitivist theory of learning is more
concerned with how readily learners assimilate information. That is how new information can be meshed with
existing information. The behaviourist is focused on pre-testing to determine at what level learning should begin
and the constructivist postulates that learners build personal interpretation of the world based on individual
experiences and interactions (p. 63). It is apparent that irrespective of the learning theory that the instructional
designer is a proponent of, the importance of the learner cannot be overstated or overrated. There must be a distinct
focus on the student or learner in order for instruction to be successful.
Planning. The planning component is concerned with setting the time line for the implementation of the
other components of SPADIE and as proposed by Crawford (2014) in creating an authentic learning experience.
Here, most of the macro-planning takes place. This would include, schemes of work for the term, selection of
topics, and selection of subject content. In this stage every effort must be made to ensure that all the teachers have

Running head: CREATING AN INSTRUCTIONAL MODEL

PLANNING

ANALYSIS
EVALUATION

STUDENTS

IMPLEMENTATION

DESIGN

Figure 2: Student centered instructional model: SPADIE- student, planning, analysis, design, implementing and
evaluation. Created by Giannetti George, October 2016

bought-into the SPADIE model. Teacher professional development workshops may be required to familiarize
teachers with the new model and its implementation. Pentecost, Langdon, Asirvatham, Robus & Parson (2012)
noted that instructor attitude concerning pedagogy change and instructional modification can influence the success
of the implementation of the new model. Consultation with major stakeholders would be strongly encouraged in
this component. Students input during the planning stage would significantly contribute to the authenticity of the
learning experience and allow them to take ownership of their learning since they were part of the process.

Running head: CREATING AN INSTRUCTIONAL MODEL

Analysis. In this component it would be important to identify the resources that are available to teachers and
students in the learning environment. These resources would not just include infrastructure, but includes teaching
aids and equipment, special rooms such as laboratories and learning resource rooms, community resources and
services, PTA and other human resources. Human resources such as experts (Driscoll, 2005, p. 176) may be very
valuable in cases where experiential or collaborative or situated cognition approaches have to be used. It is also
very important to analyze the learners in order to create student profiles. Although the learning general objectives
are determined by CXC in the syllabi provided, the instructors can identify those learning outcomes and topics that
are difficult for the students to grasp. According to Shibley, Amaral, Shank & Shibley (2011), difficult concepts
can be identified by examining past exam results and looking for patterns.
Design. This component allows for the actual creation of lesson plans based on student cognitive level and
the level of understanding or mastery of the content that the learners need to obtain. The identification of specific
objectives from general objectives will directly guide the selection of instructional strategies. A concerted effort
must be made to incorporate student centered approaches. As this is the 21st century, whenever possible,
technology and media logic should be designed into instructional design. Reigeluth identified four roles of
technology in this current time, namely for record keeping, planning, instruction and assessment (2009). The
instructional strategies used must be student centered, where the students themselves are allowed to lead these
activities. Reigeluth and Carr-Chellman (2009) states that student centered learning means providing opportunities
for students to be more responsible for their own learning. In Teachthought, an instruction based website, it was
noted that the main focus should not be on teaching the curriculum or policy, instead it must be on the needs of the
students (2016). Below (Figure 3) is a list of examples of student centered instructional strategies (Teachthough,
2016; Reigeluth and Carr-Chellman, 2009).

Running head: CREATING AN INSTRUCTIONAL MODEL

demonstrations

role play

simulation

inquiry based learning

projects

problem based learning

guided discovery

debates

games

panel discussions

experiential learning

laboratory experiments

competitions
student lead lectures

microworlds
collaboration
workshops

Figure 3: List of student centered instructional strategies

Implementation. Here the actual lesson plan, instructional strategies and approaches are executed. The
curriculum is taught using the innovative, compelling and students centered approaches. It also includes the
administration of various assessments.
Evaluation. The application of both summative and formative evaluations are administered. The summative
assessment are used to determine if the specific learning outcomes or objectives have been achieved. These are
usually administered to students at the end of a topic or a cycle. Formative assessment should be used to provide
feedback on the effectiveness of the various components of SPADIE and effectiveness the entire model. The
results of these assessments are not merely to determine if students have obtained the necessary knowledge and
skills, but also to evaluate the effectiveness of the instructors and the success of the instructional model.
The differences between the current model and SPADIE. Even with cursory examination, it is easy to
identify the differences between the current mode of instruction at East Coast Secondary School and the newly
designed SPADIE. The current model is teacher centered in nature whereas SPADIE is student centered. In
addition, SPADIE is non-linear and therefore this model can begin with any of the six components. This cyclical
design allows for continuous feedback. These features are not characteristic of the current model. It is expected
that the institutionalization of SPADIE will not just improve student performance but also teacher wellbeing.

Running head: CREATING AN INSTRUCTIONAL MODEL

References
Crawford, C. (2004). Non-linear instructional design model: eternal, synergistic design and development. British
Journal of Educational Technology, 35(4), 413-420. doi:10.1111/j.0007-1013.2004.00400.x
Crawford, R. (2014). A multidimensional/non-linear teaching and learning model: teaching and learning music in
an authentic and holistic context. Music Education Research, 16(1), 50-69.
doi:10.1080/14613808.2013.812627
Driscoll, M. P. (2005). Psychology of learning for instruction, 3rd Ed. Boston, MA: Pearson Education, Inc.
Forest, E. (2016). Kemp design model. Educational Technology. Retrieved from
http://educationaltechnology.net/kemp-design-model/
Ertmer, P. & Newby, T. (1993). Behaviorism, cognitivism, constructivism: comparing critical features from an
instructional design perspective. Performance Improvement Quarterly, 6(4): 50 - 72. Retrieved
from: http://ocw.metu.edu.tr/pluginfile.php/9431/mod_resource/content/1/Ertmer-Newby-beh-cog-const.pdf
Pentecost, T. C., Langdon, L. S., Asirvatham, M., Robus, H., & Parson, R. (2012). Graduate teaching assistant
training that fosters student-centered instruction and professional development. Journal of College Science
Teaching, 41(6), 68-75. Retrieved from http://search.proquest.com/docview/1023233997?accountid=42537
Reigeluth, C.M. (2009). Instructional theory for education in the information age. In Reigeluth, C.M. and CarrChellman, A.A. (Eds.), Instructional-design theories and models: Building a common knowledge base, Vol III.
(p. 387-399). New York, NY: Routledge
Reigeluth, C.M. and Carr-Chellman, A.A. (2009). Understanding instructional theory. In Reigeluth, C.M. and CarrChellman, A.A. (Eds.), Instructional-design theories and models: Building a common knowledge base, Vol III.
(p. 1-26). New York, NY: Routledge
Shibley, I., Amaral, K. E., Shank, J. D., & Shibley, L. R. (2011). Designing a blended course: Using ADDIE to
guide instructional design. Journal of College Science Teaching, 40(6), 80-85. Retrieved from
http://search.proquest.com/docview/873895708?accountid=42537

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Teachthought (2016). 28 student-centered instructional strategies. Teachthought. Retrieved from
http://www.teachthought.com/pedagogy/28-student-centered-instructional-strategies/

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11

Reflection
This essay for EDID 6503 seem daunting at first. The idea of creating a new instructional model while
intriguing, seemed very challenging. My first order of business was to engage in self-reflection on my own
teaching in the learning environment. I wondered if I would be able to immediately discern the current instructional
model at the East Coast Secondary School. The sad truth was that it was not possible. Discussion with the principal
and vice-principal confirmed what casual observations had demonstrated. The school had no policy on the use of
any instructional model or models.
Several days were spent observing the teachers as they delivered lessons, observing students interaction in
the learning environment and also examining the actual work plant. Even in the absence of the implementation of a
model, a number of common element were observed in instruction delivery. These observations were used to
create a model that represents the modus operandi of instructional delivery.
In order to create the new instructional model, several hours were spend researching and reading upon the
topic. Using UWIlinC numerous peer reviewed journal articles on the topics of instructional model and
instructional design were investigate. I found that brainstorming the elements that would comprise the new model
was extremely helpful. Afterwards, a comparison was made of the elements of my model and the other established
models. I felt a particular affinity to ADDIE and Kemp Instructional Model. Those two established models were
used as inspiration for my newly designed model which I called SPADIE. SPADIE is the acronym for student,
planning, analysis, design, implementation and evaluation. A lot of thought went into the pictorial representation of
SPADIE. I drew numerous design until satisfied that the product aptly represented my vision of the student
centered non-linear instructional model.
The principal and vice-principal have already made requests to read the final essay as they are intrigued
about the creation of the new model. I can honestly say that by the time I was half way through writing the essay
and designing the model, I was actually enjoying this assignment.