Essay about A Comparison of Instructional Design Models

Research has provided many strategies for effective classroom instruction and lesson organization. Throughout my lesson, I used direct/ explicit instruction model that I have learned from different education courses and readings to serve as a model for my instruction. Rosenshine

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

2) Design training: the assessor must plan and design an assessment programme which meets the needs of the learner and the requirements of the course.

The intention of the Comprehensive Classroom Technology Plan is to enhance the use of technology in the classroom to improve the education that students receive in their learning and communicating. The detail found within the Comprehensive Classroom Technology Plan will describe the ability of the teacher to use technology in an effective manner within the classroom while providing a safe, secure, and educational environment for students to learn.

As educators, it is important to address individual differences in students’ recognition, strategic, or affective networks, thus providing the best possible support by individualizing pathways to learning through Universal Design for Learning (UDL). A study on alternative education for children suggests oversimplifying learner differences by categorizing students into two groups, regular and special, fails to accurately represent the full diversity of learners in the classroom. ( Meo, 2010, p. 21) Therefore, UDL is a framework for designing curriculum which provides all students equal opportunities to learn, with no discrimination to individual needs. In order for students to have equal opportunity in their learning and achievement,

Great outline and arranging, while pivotal for each kind of training system, are significantly more imperative for e-learning tasks (Asirvatham, Venkatachalam, & Kapa, 2013). In traditional training, the biggest exertion is in the conveyance of training sessions, while in e-learning, it is in the configuration and development of organized materials, which must act naturally contained and ready to be utilized various times without making progressing alterations. There are numerous instructional frameworks outline models, a large portion of which are based on well-known ones, for example, the ADDIE model, which is diagrammed beneath. The ADDIE model incorporates five stages: Analysis, Design, Development, Implementation, and Evaluation.

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, a lesson plan is developed, incorporating UDL and effectively leveraging educational technologies in the classroom.

According to Smith and Ragan (2008) “Instructional Design is a process in which many items of materials are developed, designed, and delivered” (Smith and Ragan 2008). Instructional design has given me information on strategies to develop effective lesson plans in which will support my students to be fully engaged with the activities provided in a classroom environment. Instructional design also supports ideas on planning lessons for students with diverse and cultural needs for all learners. The eight learning outcome supported ideas for my students to become more familiar with integrating technology in class with their peers in which supported a diverse environment. While incorporating technology into my activities strategies of

Setting Instructional Direction. My interest in Instructional Design began during my first year of teaching when I had poor classroom management skills and looked for solutions to managing a disruptive classroom. I learned that I was in charge of my classroom, the kids’ behavior was up to me, and the easiest way to have a smooth classroom was to design lessons that did not allow for off-task behavior and to deliver those lessons with strong instructional strategies. Because it was up to me to engage my students in their own learning, I had to find instructional strategies that worked for my kids, and I’ve spent the past 18 years continuing to do so. The result has been my passion for teaching and learning.

By using the Backward Design approach, my assessment practices have also been positively affected. Now that I know exactly how I am assessing my students before I teach a unit, I am able to address misunderstandings in advance and provide students with rubrics and assessment materials before they start a project or assignment, so they know exactly what is expected of them. I have found that students perform better and are more engaged when they know my expectations in advance. I have also discovered that students are more conscientious about their grade or performance when they are able to look at my assessment tool and ask questions or check off the tasks they have completed.

The “Universal Design for Learning (www.udlcenter.org)” consists of a group of principles that require all children to receive the same form of education and learning. There are three main principles which aid in protecting students with disabilities. These three principles make sure that the students with disabilities receive the same education as any other student as well. The following will explain my opinion on the learning of all children and how the UDL principles apply to this.

Teaching with purpose to have a desired outcome is one perspective to examine Dr. Robert Marzano’s book The Art and Science of Teaching. The instructional situation that I am familiar with is elementary. As I examine Marzano’s ten instructional design questions, that represent a logical planning sequence for effective instructional design, I will use elementary lenses.

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

Designing a course can seem overwhelming. Even more so, designing a course that effectively involves and stimulates students can seem downright impossible. As an award-wining educator (student voted), I’ve constructed this guide to walk you through the process of creating interactive courses for any subject matter and via any instructional method (i.e., face-to-face, online, etc.).

The quality of teaching and learning in mathematics is a key challenge for teachers. It is important for teachers to adopt instructional design techniques to achieve higher accomplishment in mathematics (Rasmussen & Marrongelle, 2006). Instructional design alone cannot produce better learning and achievement. The instructional designer must know critical factors that influence student learning and build a bridge between goals and student performance. Identifying these factors will help to utilize limited resources including financial resources and time more effectively