INSTRUCTIONAL

DESIGN, MODELS
AND METHOD
MODELS ENABLE PEOPLE TO MAKE SENSE OF THE
WORLD. A MODEL HELPS THE USERS TO COMPREHEND
FASTER AND BETTER. AN INSTRUCTIONAL DESIGN
MODEL GIVES DETAILED PICTURE THAT HELPS WOULD-
BE DESIGNER SOLVE A PROBLEM, AND CLARIFY
STRUCTURE AND ENABLE TO CONVEY FOR THE DESIGN.
MODELS FOR INSTRUCTIONAL DESIGN PROVIDES
PROCEDURE FRAMEWORKS FOR THE SYSTEMATIC
PRODUCTION OF INSTRUCTION. THEY INCORPORATE
FUNDAMENTAL ELEMENTS OF THE INSTRUCTIONAL
DESIGN PROCESS INCLUDING ANALYSIS OF THE
INTENDED AUDIENCE OR DETERMINING GOALS AND
OBJECTIVES.
 AN INSTRUCTIONAL DESIGN MODEL GIVES STRUCTURE AND
MEANING TO AN ID PROBLEM, ENABLING THE WOULD-BE
DESIGNERS TO NEGOTIATE THEIR DESIGN TASK WITH SEMBLANCE
OF CONSCIOUS UNDERSTANDING. MODELS HELP TO VISUALIZE
THE PROBLEM, TO BREAK IT DOWN INTO DISCRETE, MANAGEABLE
UNITS. A MODEL SHOULD BE JUDGED BY HOW IT MEDIATES THE
DESIGNERS INTENTION, HOW WELL IT CAN SHARE A WORK LOAD
AND HOW EFFECTIVELY IT SHIFTS FOCUS AWAY FROM ITSELF
TOWARD THE OBJECT OF THE DESIGN ACTIVITY.

INSTRUCTIONAL MODELS:
ASSURE MODEL
ADDIE MODEL
DICK AND CAREY MODEL
GAGNES 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 TASKS CENTRAL TO THE INFORMED
SECTION AND USE OF EDUCATION TECHNOLOGY. THE TASK ARE:
ANALYZE LEARNERS
STATE OBJECTIVE
SELECT MEDIA AND MATERIALS
UTILIZE MEDIA AND MATERIALS
REQUIRE LEARNER PARTICIPATION
EVALUATE AND REVISE
A NALYZE
THE FIRST STEP INLEARNERS
PLANNING IS TO SPECIALLY IDENTITY 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
a. COLLABORATIVE STRATEGIES CAN BE USED FOR SMALL GROUP OF
STUDENTS COMPOSED OF VARIED ABILITY LEVELS LIKE ABOVE AVERAGE,
AVERAGE AND BELOW AVERAGE STUDENTS WORKING TOGETHER TO
SOLVE A PROBLEM, CONSTRUCTING MINIATURE BUILDINGS, AND
PLAYING GAMES.
b. BIG GROUPS CAN BE GIVEN A LECTURE, DISCUSSION AFTER THE
LECTURE, GAMES FOR BIG GROUP, 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 LEARNING OBJECTIVES ARE DERIVED FROM THE

CURRICULUM AND TECHNOLOGY STANDARDS WHICH
DESCRIBE THE EXPECTED PERFORMANCE OUTCOME
ESTABLISHED AT THE SCHOOL. THE LEARNING OBJECTIVE
IS A STATEMENT OF WHAT THE LEARNER WILL ACHIEVE
AND NOT HOW THE LESSON WILL BE TAUGHT. STANDARD
CAN BE CONTENT OR ACHIEVEMENT.
OBJECTIVES
STANDARDS AND OBJECTIVES ARE BASIS FOR
STRATEGIES, TECHNOLOGY, AND MEDIA SELECTION.
IF THE TEACHER HAS A CLEAR STATEMENT OF WHAT
STUDENTS WILL KNOW AND BE ABLE TO CAREFULLY
SELECT STRATEGIES, TECHNOLOGY, AND MEDIA
THAT WILL ENSURE LEARNING.
OBJECTIVES TYPICALLY CONTAIN FOUR
BASIC PARTS:
AUDIENCE- WHO POUR LEARNER ARE?
BEHAVIOR TO BE DEMONSTRATED.
CONDITIONS UNDER WHICH THE BEHAVIOR WILL BE
OBSERVED
SELECT METHODS MEDIA AND MATERIALS
1. WHAT ARE THE METHODS (MORE THAN 2)? INTERACTIVE, INTEGRATED,
EXPERIENTIAL 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 A LAPTOP MULTIMEDIA PROJECTOR,
PAPER AND PEN.
b. NEXT, SELECT THE METHODS AND MEDIA MATERIALS TO UTILIZE IN THE
INSTRUCTION.
c. MATERIALS WERE PREVIEWED; THE ROOM SET-UP, THE TEACHING
SITUATION SHOWING THE EXTENT OF LEARNING AFTER THE DIFFERENT
GROUPS ACTIVITY UTILIZING THE HIERARCHY OF ACTIVITY IN THE CORE.
D. THE INSTRUCTIONAL EXPERIENCE FOLLOWED.
DECISION AS TO HOW TO GET EACH LEARNER
INDIVIDUALLY INVOLVED IN THE LESSON.
E. FEEDBACK IS PREPARED TO LET STUDENTS
KNOW HOW WELL THEY ARE PROGRESSING.
F. FINALLY, EVALUATE THE STUDENTS WHETHER
OR NOT THE OBJECTIVES WERE MET AND IF THE
MEDIA AND METHODS USED WERE EFFECTIVE.
UTILIZE MEDIA AND MATERIALS
IT IS IMPORTANT TO PREVIEW THE MATERIALS BEFORE USING
THERE OF YOU DECIDE TO USE ELECTRONIC EQUIPMENT,
PRACTICE USING THE EQUIPMENT IN ADVANCE TO BE SURE
EVERYTHING WORKS. IF ALL IS NOT WELL (EQUIPMENT
MALFUNCTIONS) ENSURE YOU HAVE PLAN B.

5 PS PROCESS
1. PREVIEW THE TECHNOLOGY, MEDIA AND MATERIALS.
2. PREPARE THE TECHNOLOGY, MEDIA AND MATERIALS.
3. PREPARE THE ENVIRONMENT.
4. PREPARE THE LEARNERS.
5. PROVIDE THE LEARNING EXPERIENCE.
 IT IS IMPORTANT TO NOTE THAT STUDENTS LEARN
RBEST
EQUIRE LEARNER
WHEN THEY AREPARTICIPATION
ACTIVELY INVOLVED IN THE
LEARNING EXPERIENCE. WHATEVER YOUR TEACHING
STRATEGY, BE SURE TO INCORPORATE QUESTION
AND ANSWER, DISCUSSIONS, GROUP WORK,
HANDS-ON ACTIVITIES, AND OTHER WAYS OF
GETTING STUDENTS ACTIVELY INVOLVED IN THE
LEARNING OF THE CONTENT. ONE SHOULD TRY TO
AVOID LECTURING FOR LENGTHY PERIODS. IT IS
VERY IMPORTANT TO LISTEN TO YOUR AUDIENCE
AND ALLOW THEM TO BECOME AWARE OF THE
CONTENT. ALLOW THEM TO CONSTRUCT
KNOWLEDGE AS OPPOSED TO TRYING TO TEACH
THEM KNOWLEDGE. FEEDBACK MUST BE PROVIDED
BEFORE ANY TYPE OF EVALUATION IS
EVALUATE AND REVISE
AFTER INSTRUCTION YOU MUST EVALUATE THE
ENTIRE INSTRUCTIONAL PROCESS. YOU MUST
REFLECT UPON THE LESSON THE STATED
OBJECTIVES, THE INSTRUCTIONAL STRATEGY, THE
INSTRUCTIONAL MATERIALS, AND THE ASSESSMENT
AND DETERMINE IF THESE ELEMENTS OF THE
LESSON WERE EFFECTIVE OR IF ONE OR MORE OF
THEM NEED TO BE CHANGED. IF THERE ARE
DISCREPANCIES BETWEEN WHAT YOU INTENDED
AND WHAT ACTUALLY HAPPENED TO BE CHANGED.
IF THERE ARE DISCREPANCIES BETWEEN WHAT YOU
INTENDED AND WHAT ACTUALLY HAPPENED DURING
THE LESSON, MAKE APPROPRIATE REVISIONS
BEFORE USING THE LESSON AGAIN.
STEPS IN THE PROCESS:
1. DID THIS LESSON MEET THE OBJECTIVES? HOW WILL YOU
DETERMINE WHETHER OR NOT STUDENTS ACHIEVED THE STATED
LEARNING OBJECTIVES? ARE YOUR ASSESSMENT STRATEGIES
PROPERLY ALIGNED WITH YOUR LEARNING OBJECTIVES?
2. CAN THIS LESSON BE IMPROVED? HOW SO?
3. WERE THE MEDIA AND MATERIALS APPROPRIATE? HOW WILL YOU
DETERMINE THE EFFECTIVENESS OF THE MEDIA AND MATERIALS?
4. ARE THERE OTHER TECHNOLOGIES, MEDIA, AND/ OR MATERIALS
THAT MAY HAVE WORKED BETTER?
EVALUATION METHODS FOR EACH OF THE FOLLOWING ARE
INCLUDED:
1. STUDENT PERFORMANCE
2. MEDIA EFFECTIVENESS
 3. INSTRUCTOR PERFORMANCE
AS A TEACHER USING ASSURE MODEL, YOU CAN USE THE ASSURE
RUBRICS MODEL TO EVALUATE YOUR APPLICATION OF THE
PROCESS USED IN DEVELOPING INSTRUCTIONAL MATERIALS.
ASSURE MODEL RUBRIC
Unsatisfact
Category Progressing (1) Proficient (2) Distinguished (4)
ory
Most learners
Learners are described
characteristics
Few learner including grade,
Not are included,
Analyze learners characteristics are demographics, learning
Completed but some key
included. styles and backgrounds
information is
knowledge, etc.
missing.
National standards
behavior to be
Benchmarks Benchmark are
State demonstrated: conditions
Not included but provided but key
benchmarks and under which behavior will
Completed rudimentary/ not information is
standards be observed; degree to
defined (too many) missing.
which learned skills are to
be mastered.
 Unsatisfact
Category Progressing (1) Proficient (2) Distinguished (4)
ory
Select Not Inappropriate Appropriate technology is Appropriate technology
instructional Completed technology and/or no included, but not hardware/ software is
methods, media explanation is described well. fully integrated.
and materials. provided.
Utilize media Not Evaluation of A technology evaluation is Evaluation of student
and materials Completed technology use is included, but is not meeting objectives of
poorly written and sufficient to fulfill lesson NETS is included and
inadequate. objectives. completed.
Require learner Not Individual acquisition Individual/ group activities Individually and small/
participation Completed of lesson information. are planned but end large group activities are
product is not generated planned and the lesson
by collaboration. incorporates
collaboration or
cooperative learning
Evaluate and Not Criteria for evaluating Criteria for evaluating the Criteria for measuring
revise Completed the effectiveness of effectiveness of the lesson the effectiveness of the
the lesson are poorly are partially explained. lesson are clearly
explained. explained.
Assessment Not Criteria for success Criteria for success are at Criteria for success are
Completed are barely described. least partially described. clearly stated in the form
of rubric. Criteria include
qualitative as well as
quantitative descriptors.
 Unsatisfact Distinguished
Category Progressing (1) Proficient (2)
ory (4)
Lesson process Every step is
Some
is not clearly clearly stated.
directions are
stated. Teachers Most teachers
given, but
would not know would know
there is
Not exactly what exactly where
Lesson missing
Completed they were they are at
information.
supposed to do each step of
Teachers
just from the lesson and
might be
reading this know what to
confused.
lesson plan. do next.