The ADDIE model describes a systematic approach to instructional development. The term is virtually synonymous with instructional systems development (ISD) and evolved informally through oral tradition. It is not a specific, fully elaborated model in its own right but rather an umbrella term that represents a family of models that share a common underlying structure.
ADDIE:
"ADDIE Model of Design" by Fav203 - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons - https://commons.wikimedia.org/wiki/File:ADDIE_Model_of_Design.jpg#/media/File:ADDIE_Model_of_Design.jpg
Instructional Design The ADDIE Approach by
The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) process is used to introduce an approach to instruction design that has a proven record of success. Instructional Design: The ADDIE Approach is intended to serve as an overview of the ADDIE concept. The primary rationale for this book is to respond to the need for an instruction design primer that addresses the current proliferation of complex educational development models, particularly non-traditional approaches to learning, multimedia development and online learning environments.Many entry level instructional designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of instructional development applications indicate that the overwhelming majority of instructional design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm.The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of instructional design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.
Streamlined ID by
'Streamlined ID' presents a focused and generalizable approach to instructional design and development - one that addresses the needs of ID novices, as well as practitioners in a variety of career environments. Emphasizing the essentials and 'big ideas' of ID, this book examines a new perspective - one that aims to produce instruction that is sustainable, optimized, appropriately redundant, and targeted at continuous improvement.
Designing Courses for Significant Learning by
Higher education today is being called on to deliver a new and more powerful kind of education, one that prepares students to be more engaged citizens, better equipped to solve complex problems at work and better prepared to lead meaningful lives individually. To respond to this call, teachers in colleges and universities need to learn how to design more powerful kinds of learning into their courses. In 2003, Dee Fink published a seminal book, "Creating Significant Learning Experiences, " that offered teachers two major tools for meeting this need: the Taxonomy of Significant Learning and the model of Integrated Course Design. Since that time, educators around the world have found Fink's ideas both visionary and inspiring. This issue of "New Directions for Teaching and Learning" contains multiple stories of how college-level teachers have used these ideas in a variety of teaching situations, with subject matter ranging from the sciences to the humanities. Their conclusion? The ideas in Fink's book truly make a difference. When used properly, they lead to major improvements in the level of student engagement and the quality of student learning This is the 119th volume of the Jossey-Bass higher education quarterly report series "New Directions for Teaching and Learning," which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Creating Significant Learning Experiences by
In this thoroughly updated edition of L. Dee Fink's bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model; adds more examples from online teaching; and further focuses on the impact of student engagement on student learning. The book explores the changes in higher education nationally and internationally since the publication of the previous edition, includes additional procedures for integrating one's course, and adds strategies for dealing with student resistance to innovative teaching. This edition continues to provide conceptual and procedural tools that are invaluable for all teachers when designing instruction. It shows how to use a taxonomy of significant learning and systematically combine the best research-based practices for learning-centered teaching with a teaching strategy in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses that will result in significant learning for students.
The Kemp Design Model (9 steps)
Image from Raquel Rico, Elizabeth O'Connor, Pat Celaya. The Kemp Instructional Design Model. Planning, Producing, and Using Instructional Technologies. http://team2edtc6321.pbworks.com/w/page/27211457/Comparison
Designing Effective Instruction by
Provides a practical approach to the instructional design process with applications to a variety of settings and situations. The authors have incorporated both behavioral and cognitive approaches into the model to appeal to diverse audiences. Any single project could include only one approach or a combination of the two approaches. Featuring a strong emphasis on designing instruction in a business setting, the authors also present an approach that is applicable to those in K-12 classrooms and in higher education.
A four-level approach to examining classroom use of technology developed by Dr. Ruben Puentedura funded by Maine Learning Technology Initiative.
Transition questions from SAMR: Research and Context (opens in a pdf) By Dr. Ruben Puentedura. Attribution-Noncommercial-Share Alike 3.0
Image created by Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/
Instructional Planning by
Students in teacher education programs are regularly required to plan lessons and instructional units, but often receive little instruction on how to do so. This book (initially published under the title Planning Effective Instruction) is designed to teach students how to plan instruction and develop effective lesson plans. In particular, the book focuses on how to identify instructional goals and objectives, plan instructional activities, choose instructional media, develop assessment tools, and evaluate and revise instructional plans. Most students appreciate the systematic way in which the authors present the material and quickly see that the principles espoused in the book were employed in its creation. Thus, most students become enthusiastic about employing systematic planning practices in their own teaching.
The Understanding by Design® framework (UbD™ framework) offers a planning
process and structure to guide curriculum, assessment, and instruction. Its
two key ideas are contained in the title: 1) focus on teaching and assessing for
understanding and learning transfer, and 2) design curriculum “backward” from
those ends.
The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units by
Understanding by Design is based on a backward design approach and is used by thousands of educators to create curriculum units and assessments that focus on developing students understanding of essential ideas and helping students attain important skills. The Guide is intended for use by individuals or groups in K 16 education (teachers, school and district administrators, curriculum directors, graduate and undergraduate students in curriculum, and others) who want to further develop their skill in Understanding by Design. Users can work through the modules in order or pick and choose, depending on their interests and needs.
Understanding by Design by
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, Understanding by Design, Expanded 2nd Edition, offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Essential Questions by
What are "essential questions," and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards--local or Common Core State Standards--in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging--for both teachers and students--and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community--students, teachers, and administrators--benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.
Making the Most of Understanding by Design by
Thousands of educators worldwide are already using Grant Wiggins and Jay McTighe's Understanding by Design (UbD) as a framework for designing curriculum units, performance assessments, and instruction that lead students to deep understanding of content. This book, based on data gathered from surveys, interviews, and focus group discussions, reflects what educators have learned about effective UbD implementation and explores how schools and districts can leverage UbD principles and strategies to improve student achievement, staff performance, and organizational productivity. Educators who have used the UbD framework for several years in various school settings present advice, strategies, and processes for using Understanding by Design to * Design purposeful, coherent curricula * Deliver instruction that promotes understanding for all * Unpack district standards * Expand assessment repertoires * Create meaningful and effective professional development and teacher-induction programs * Sustain a successful process of continuous improvement and strategic planning. Each chapter concludes with organization-focused assessment questionnaires and related resources that can help you--as an individual or as a member of a study group or action research team--develop a clear, strategic sense of how to make the most of Understanding by Design as a catalyst for real learning, increased student achievement, and school and district renewal.
Schooling by Design by
Grant Wiggins and Jay McTighe answer these and other questions in Schooling by Design: Mission, Action, and Achievement. Building on the premise of Understanding by Design, their acclaimed framework for curriculum, instruction, and assessment, the authors present a compelling argument for using the same approach to reach a grand goal: the reform of schooling as a whole.
