Republic of the Philippines

, STRATFORD INTERNATIONAL SCHOOL

J. Catolico Avenue Brgy. Lagao General Santos City
COLLEGE OF EDUCATION

Objectives
- To understand the meaning of instructional models and to know the history of
it.
- To explain the importance of the instructional models in learning.
- To reflect the importance of the instructional models in learning in real life
scenario.

ADDIE MODEL

PRESENTED BY
Ana Mica Ortiz
Erolyn P. Oraiz
Vea Borja

Introduction
The ADDIE model is the generic process traditionally used by instructional designers
and training developers. The five phases—Analysis, Design, Development,
Implementation, and Evaluation—represent a dynamic, flexible guideline for building
effective training and performance support tools. While perhaps the most common
design model, there are a number of weaknesses to the ADDIE model which have led
to a number of spin-offs or variations.

It is an Instructional Systems Design (ISD) model. Most of the current instructional

design models are spin-offs or variations of the ADDIE model; other models include the
Dick & Carey and Kemp ISD models. One commonly accepted improvement to this
model is the use of rapid prototyping. This is the idea of receiving continual or formative
feedback while instructional materials are being created. This model attempts to save
time and money by catching problems while they are still easy to fix.

Instructional theories also play an important role in the design of instructional materials.
Theories such as behaviorism, constructivism, social learning and cognitivism help
shape and define the outcome of instructional materials.

In the ADDIE model, each step has an outcome that feeds into the subsequent step.

Analysis > Design > Development > Implementation > Evaluation

Analysis Phase
In the analysis phase, instructional problem is clarified, the instructional goals and
objectives are established and the learning environment and learner’s existing
knowledge and skills are identified. Below are some of the questions that are addressed
during the analysis phase:

* Who is the audience and their characteristics?

* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?

Design Phase
The design phase deals with learning objectives, assessment instruments, exercises,
content, subject matter analysis, lesson planning and media selection. The design
phase should be systematic and specific. Systematic means a logical, orderly method of
identifying, developing and evaluating a set of planned strategies targeted for attaining
the project’s goals. Specific means each element of the instructional design plan needs
to be executed with attention to details.
These are steps used for the design phase:

* Documentation of the project’s instructional, visual and technical design strategy

* Apply instructional strategies according to the intended behavioral outcomes by
domain (cognitive, affective, psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)

Development Phase
The development phase is where the developers create and assemble the content
assets that were created in the design phase. Programmers work to develop and/or
integrate technologies. Testers perform debugging procedures. The project is reviewed
and revised according to any feedback given.

Implementation Phase
During the implementation phase, a procedure for training the facilitators and the
learners is developed. The facilitators’ training should cover the course curriculum,
learning outcomes, method of delivery, and testing procedures. Preparation of the
learners include training them on new tools (software or hardware), student registration.

This is also the phase where the project manager ensures that the books, hands on
equipment, tools, CD-ROMs and software are in place, and that the learning application
or Web site is functional.

Evaluation Phase
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.
Benefits of the ADDIE model:

 It provides a step-by-step process to aid in planning and creating training

programs.

 It provides several opportunities to re-evaluate learning goals and outcomes.

 It ensures the design and development of training material.

 It is a basic model that can be used for any kind of learning and is very systematic
and thorough in including all the components of other instructional design models.

 The ADDIE model leads to better results from the learner’s point of view because
each step is focused on helping learners achieve the desired objective.

 It's flexible; it can be used for traditional instruction, individual instruction and
across industries.

 ADDIE can be used with different evaluation strategies. Some say that ADDIE
works best when testing for easily measured criteria, like time and cost, but if your
team is measuring behavioral outcomes, you can add those goals and
measurements to your program.
 DICK AND CAREY MODEL

PRESENTED BY
Marielle Q. Cantiller
Vanessa Ygaña
Mira Mariano
Gretchen Herana
Jo-anne P. Retuya

INTRODUCTION
Instructional models can vary widely. While some may focus on how to make the lesson
plans and others focus on the delivery of the content itself, the Dick and Carey
instructional design model (also known as the Systems Approach Model) is one of the
former. Despite the seemingly complicated diagrams that pop up when searching for an
image (see image below), the steps are often only connected as far as what they do to
help you figure out what to teach and how to teach it. All ten steps are connected, and
some influence others indirectly while they may influence others directly.

Stage 1. Instructional Goals

The first step is to figure out the instructional goals. This means that you are able to, or
will be able to, identify what it is the students need to learn. For example, if you were
teaching a course on American history, you probably wouldn’t teach a lesson on Guy
Fawkes and his gunpowder plot from 1605. However, if you were teaching a class on
English history, there would indeed have to be a lesson on the gunpowder plot. It all
depends on what kind of material your overarching theme is covering.

Stage 2. Instructional Analysis

Instructional analysis is the second step. This means you are determining the skills that
your students will need to learn what you plan to teach them. Returning to the Guy
Fawkes situation, some may need to have a love of history instilled in them before they
are willing to sit down and listen to the lesson. Others may simply need to be able to
work on the lesson material at their own pace. Will they need to know some background
about the story? Or will you be teaching an introduction to the gunpowder plot and
therefore giving that introductory lesson? Note that if you are teaching on the
gunpowder plot, you have to take into account what they may or may not have already
learned.

Stage 3. Entry Behaviors and Learner Characteristics

Next you have to assess which skills the students have out of those that you previously
determined are needed for this lesson. For the Guy Fawkes example, if you determine
that they should be able to remember the date he was caught – November 5, 1605 –
and someone is not good with remembering dates, you may have to help them with it.
Are they able to sit still long enough? Or do they have trouble talking? These skills will
be crucial to the lesson’s success with each student.

Stage 4. Performance Objectives

Next, you must figure out specific goals and objectives for the lesson. This is the
equivalent of the SWBAT – or Student Will Be Able To – that many American
classrooms must have as of this writing. These objectives must be detailed – such as
“the student will be able to identify the gunpowder plot’s purpose”. Details will help you
make sure you are teaching your students what matters most from the lesson, such as
the gunpowder plot was meant to blow up Parliament.

Notice that you have not gotten to actually teaching, and these are the first four steps.
Teaching begins at step eight, but this only gives a general outline for a suggestion on
how to make the teaching effective.

Stage 5. Criterion-Referenced Test Items

The fifth thing you must do is to create a test (consistent with the performance
objectives) that will reflect what you’re hoping to teach the students. Referring back to
notes you have made will help you figure out what to test. These are meant to help the
students understand what they have or have not mastered yet, and are a checkpoint for
the parents or administrators. For example, again referring to a lesson on Guy Fawkes,
you could ask questions about his part in the plot, how he was caught, who was
involved, and maybe what the plot was meant to do. If you had watched videos and had
them take notes, the information you hoped they’d gather from the videos could also be
on the test.

Stage 6. Instructional Strategy

Sixth, you begin to outline your lesson plan. This means that you will be able to
demonstrate what you want them to learn, add activities, and decide how each segment
will be done. If you want to have group activities, now is the time to decide when and
what materials will be covered by the activity. Referring back to Guy Fawkes, a group
activity could mean each group tries to use what they know to create a presentation for
the class as a pre-test activity.

Stage 7. Instructional Materials

Seventh, you make sure you have what you need ready for the lesson. If you have
something you already know will work, use it. This could mean bringing in a barrel like
the ones used in Guy Fawkes’ plot, or bringing in a scale model of the Parliament
building that would have been blown up. A map of London at the time is also good.
However, it doesn’t extend to only objects for the lesson. If you’re giving a test, make
sure you have all the tests printed and ready to go.

Stage 8. Formative Evaluation

Next, you would have to evaluate how the lesson went. Were there some students who
weren’t too thrilled with the group work? Did your groups not work well? Did some
students sit back while others did all the work, expecting to ride along for a good grade?
You could use this time to go for a field trip or to work in smaller groups. You could even
do one on one if you have a small enough group.

Stage 9. Summative Evaluation

Ninth, you revise. If all you do is teach a class on the gunpowder plot, you have a good
opportunity to revise the class. There will always be a grumbler or two, but if it works out
well a majority of the time, it’d be worth keeping. If there’s one activity that no class has
ever liked, it would be worth cutting it out and replacing it with something else. This step
is all about making sure that when you restart the teaching process, it’ll work out.
Finally, you simply look back at your entire experience using the model. Did it work out
for you? Did you create a better lesson plan than you had before? Or did it work against
you? Did you find yourself spending too much time on one area?

Before completely beating yourself up over not spending time on one area, if you
already know the answer for one area, it makes your job easier. It means you can more
easily do the rest of the process – which simply shows how they are all connected,
whether directly or indirectly. That right there is part of why it is considered a good
model of learning.

Step 10. Revise Instruction

You can actually revise your Instruction based on the data that you gather from
evaluation. Check the validity of the instructional materials and revise as needed.

Advantages of Dick and Carey Model

 This model is detailed and straight forward, it is less likely that any steps would
be missed.

 Provides guidance throughout the design process.

 Adjust well for changes and amendments.

 Emphasis organizing training content.

Disadvantages of Dick and Carey Model

 Can be more time consuming because of its many steps.

 It is based on the premise that everyone of its components are essential, and
therefore none can be skipped.
Lesson 1: Assure Model
Presented to: Mr. Darryl Imperial
Reporters: Banda, Jenecel
Altizo, Rosamie
Gampong, Aisah
Doriano, Maryll joy
Tonacao, Femeilyn
Class Schedule; 9-10:30
Reporting schedule: Tuesday

Assure Model
 Is an instructional design model that has the goal of producing more effective
teaching and learning.

 Assure model is an instructional materials which is used to assist teachers in

carrying out a proper lesson.

 The first step in the process is that the teacher should analyze the attributes of
her learners. There should be a focus on those learner characteristics which are
associated with the learning outcomes desired.

 The first step in the process is that the teacher should analyze the attributes of
her learners. There should be a focus on those learner characteristics which are
associated with the learning outcomes desired.

 Is an IDS(Instructional System Design) process that was modified to be used by

teachers in the regular classroom.

 The IDS process, is one in which teachers and trainers can use to design and
develop the most appropriate learning environment for their students.

A – Analyze Learners
 The first step in the process is that the teacher should analyze the attributes of
her learners. There should be a focus on those learner characteristics which are
associated with the learning outcomes desired.
 The analysis of your learners should include:

 The general attributes of your learners, such as age, academic abilities, gender,
interests, etc.

 Prior competencies

 Learning styles, such as auditory, visual, and tactile

S – State Standards and Objectives

 After the analysis of the learner attributes, the teacher must state standards and
objectives for the learning module. This statement consists of a specification of
what the learners will be able to do as a result of the instruction.

 The objectives can be used in assessing the success of the students, perhaps for
the grading process. Also, you can use them to let the learners know what they
will accomplish through the class.

 The mark of a good set of learning objectives is conformity to the ABCDs of well-
stated learning objectives. They are as follows:

 Audience – For whom is the objective intended?

 Behavior – What is the behavior or performance to be demonstrated?

 Conditions – What are the conditions under which the behavior or performance
will be observed?

 Degree – To what degree will the knowledge or skill be mastered?

S – Select Strategies, Technology, Media, and Materials

 The second “s” in the acronym stands for select strategies, technology, media,
and materials. Given what your learning objectives are, it’s necessary to pick
instructional strategies, technology, and media that will bring about the results
that you want.

 Learning is at its best when the teacher merely leads the student into discovering
the correct answer to a problem themselves. An effective teacher is merely a
facilitator to the process of learning

U – Utilize Technology, Media, and Materials

 This step in the ASSURE process concerns making a plan as to how you will
utilize the technology, media, and materials that you have selected. As with all of
 the instructional steps, you must make sure that your plans contribute towards
producing the objectives that you have laid down.

 It’s important to follow the “five p’s” process to achieve this:

Preview the Technology, Media, and Materials

 -This means that it’s important to plan ahead of time just how you’re going to use
them. It’s good to do a dry run of your lesson before you actually teach it. Make
sure that the whole lesson will go smoothly and seamlessly.

Prepare the Technology, Media, and Materials

 -You need to gather together all of the things that you will need to teach your
lesson. They must be working properly. For example, if you are making a power-
point presentation, then you’ll need to create the text and graphics for each
screen.

Prepare the Environment

 -There is some minimal preparation required to set up the learning environment.
Simple things like making sure that you have enough desks are important. Also,
if you have control over the situation, you should make sure that there are no
sources of noise that will disturb the students.

Prepare the Learners

 -First, you need to clearly inform the learners as to what the learning objectives
are. This will help the learners create a mental map of what they need to absorb.
Next, it’s important to tell the students how they will be assessed. You need to
tell them what their assignments will be, how they will be graded, if there are
tests, etc. Also, you should explain to the students what the benefits of learning
the material are.

 Provide the Learning Experience

- You then actually carry out the lesson. This is where all of your planning takes
effect. You should be prepared to carry out the lesson with every prior step of the
process in mind. This will insure your success as a teacher.

 R – Require Learner Participation

 This step actually belongs within earlier steps. It requires that you make plans to
how you are going to actively engage your students in the material that you are
 teaching. This needs to be figured out both at the class level and the individual
level.

 The most basic step that you can take is requiring participation of the students in
class discussions. A more sophisticated approach would require that students
prepare questions and comments at home to bring into the class. You might try
even allowing individual students to lead classes or discussions in the style of a
seminar.

 Beyond this, you need to plan exactly how the students will participate in the
learning process generally speaking. How will they learn the information and
techniques included in a lesson? This plan needs to be more specific than just
saying that they will listen and absorb the material. Maybe you will encourage a
specific kind of note-taking or other learning strategies.

 E – Evaluate and Revise

 The final step in the ASSURE process is just as crucial as all of the others. In this
step, you evaluate the impact of your teaching on student learning. This includes
an evaluation of your teaching strategies and the technology, media, and
materials that you used. The following questions are useful to ask during this
evaluation:

 Did your lesson meet the learning objectives that you planned? How will you
determine whether the students reach the objectives? Is your way of assessing
the students in line with your learning objectives?

 Can this lesson be improved? How? How are you going to assess the
weaknesses in your presentation?

 Was your choice of media and materials a good one? How will you assess the
effectiveness of these tools?

 Is it possible that other technologies, media, and materials would have done a
better job?

 The final step in your evaluation should focus on feedback from your students.
Was their experience positive overall? Do they feel that they have reached your
objectives and their own personal objectives? How will you determine whether or
not your performance was effective?
Advantages of Assure Model
 Allows the use of external resources and technology other than simple lecturing
using textbooks.

 Focus on step by step instructions for instructors to see the pros and cons of the
lesson.

 Provides lesson planning foundation while allowing creativity from the instructors.

 Students can use computer software to make revisions to their homework quick
and easy.

 Students needs and levels of abilities are taken into consideration while setting
the curriculum. As well the kind of technology needed.

 Students are active participants no more passivity when learning is taking place.

Disadvantages of Assure Model

 Online information can be distributed by certain organization for advertisement.

 Online information can be unreliable and biased.

 Some technologies like tablets and computers maybe in limited quantities.

Instructors may not be able to obtain a copy for every student in class.

 Technology maybe doing the teaching instead of the educator.

 Evaluation is the last step in the model although its good to know what worked
and what did not. Maybe the on going evaluation one is better to be done.

REFERENCES
https://educationaltechnology.net/dick-and-carey-instructional-model/
https://www.slideshare.net/ingridsears1/compare-contrast-addie-and-dick-and-
carey-models-91173075
http://www.instructionaldesign.org/models/addie/