Traditional ID models with examples

Traditional ID models usually include three main ideas. First, they have an analysis stage where goals are set based on the learners. The second general idea is a planning stage. Here we choose a media, instructional strategy, activities to be completed as well as an assessment tool. The final stage is a revision or evaluation stage where the whole process is looked at and adjusted where necessary. This includes assessment tools, instructional strategy, media, etc.

Now for a closer look at some traditional ID models.
The Dick and Carey ID model mirrors the process of scientific research. If a scientist is researching a theory, they must first identify what part of the theory they would like to research first and decide on the best way to explore that idea. Then they need to design tests, usually lab based experiments, and develop a strategy to interpret those results. After this they must choose a method to instruct others of why things did or didn't work, and finally evaluate if the theory and research on that theory was effective. The "hard sciences" are great avenues for the rigid processes of Dick and Carey. It would also fit in well in advanced degree programs in these subject areas.

Big 8 is an ID model that would lend itself well to the daily lesson planning done by a math teacher. For each concept that is being studied you need to conceptualize the desired objectives, choose appropriate problem examples, work out those problems so you know how to do them, then choose the appropriate media for teaching those problems. After producing the media and presenting the lesson, you evaluate what was done to see if the media, examples, objectives, etc where effective. The only thing that is missing is the assessment idea. This is especially alarming at the K-12 level, seeing how standardized tests are how learning centers are being graded. I would have to add an assessment stage to the Big 8 model, but it would be done after a number of objectives are met, not just one single objective.

For the Assure model I have decided on 2 similar examples that would be well-suited, both related to individualized learning, IEPs and 504s. The Assure model could be used in a classroom of second chance reading or in a resource/special education classroom. Both of them require you to analyze your learners and their strengths/weaknesses and state specific objectives that are to be accomplished. Next, based on those learners and objectives, media and methods are chosen and utilized to help the learner be more successful. Both special education and second-chance reading require student participation, and both of these programs are constantly evaluating progress and revising instruction for both continued participation in the program and for exiting the program. I can definitely see teachers at my school in these areas using this method when designing their instruction.

The ideas behind the model ADDIE seem to fit well with the ideas and goals behind the AEA and their teaching of professional development. The way AEA designs their programs, and they way they have teachers implement those programs both follow this model. You first analyze the school's needs, design instruction, develop that instruction, help the school implement that instruction, and I have never been to an AEA event that didn't include some form of evaluation. I am curious if the AEA in my area has been formally drilled by the ADDIE model, because I can definitely see these steps in every PD I have been a part of that was facilitated by them.

The Complete Instructional Design Plan model seems like something that principals and superintendents are using when they help teachers develop individualized teacher development plans. As the state of Iowa begins to classify career teachers and long-term planning for their continued improvement, this ID model seems to keep the learning goal in mind while looking at the complete picture and context of that goal. There is not a specific process to follow, but there are specific things that are being addressed. The only thing that this model has that might not fit in my example choice is pretesting. Otherwise, what the state of Iowa is wanting from their career teachers and principals could be designed around this model. I also like the fact that there is constant revision and evaluation of the effectiveness of what is being done to assure appropriateness.

This was just a glimpse into the traditional ID models being utilized in the educational field. I encourage anyone reading this blog to look deeper into the models discussed and look for other practical examples.