Instructional Design and Practice Developing effective curriculum by combining cognitive research with communication and education to address all learners is the crux of excellent instructional design. Smith and Ragan (as cited in Brown & Green, 2015, p. 6) defined instructional design as “the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information, resources, and evaluation”. There are many models in creating instructional design however all models address similar components. ADDLE stands for the main components in developing instructional design: “analyze, design, develop, implement, and evaluate” (Brown & Green, 2015, p. 7). Instructional …show more content…
Best practices for instructional methods include clarity of instruction by presenting materials in an organized manner, modeling or presenting examples to students and allowing students to question and respond to material in a timely manner. Positive feedback, either individual or whole group, benefits student learning and provides opportunities for growth. Student feedback is important allowing changes to occur in the instructional process and allowing adjustments in materials and examples. Formative assessments are crucial for instructors to gain feedback in student understanding of daily learning objectives or short units of study. Summative assessments give valuable information on end goal achievement. Students use metacognitive strategies and critical thinking skills to self-reflect and assume ownership of their learning. Harbour, Evanovich, Sweigart and Hughes (2015) stated: “When teachers use effective practices, they maximize the probability that students will be actively engaged in instruction” (p. 5). Instructional design and practice, when effectively combined as cooperative methods, create an environment for maximum student …show more content…
Instructional design is composed of methods and processes engaging and challenging the learner. Harbour, Evanovich, Sweigart and Hughes (2015) stated: “Student engagement is one of the most well-established predictors of achievement; when students are more engaged, they tend to have greater academic and social success” (p. 5). Positive teacher support in student behavioral engagement includes helping students feel a sense of belonging to the class and school, and can help students gain confidence. Positive teacher support directly effects class participation, success in completing assignments, quizzes and exams and student attendance. Students who feel supported and safe in a school environment want to come to school, participate and do their best. Emotionally and cognitively engaged students who have positive relationships with their teachers and peers assume responsibility for their learning and are willing and confident in their learning skills enabling them to achieve academic
Schiffma, S.S. (1991). Instructional systems design: Five view of the field. In G.J. Anglin (Ed.),
Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design. (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in regard to reaching the learning goals or that provides plan for moving them forward to achieve that goal. Students are not always given the opportunity to take an active role in the learning process by regularly assessing themselves and their peers as they work to achieve their learning goals. The purpose of this study is to determine how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that student involvement in self-evaluation has on learning.
Feedback gives students a better idea of what concepts they need to work on in class. There are many ways to integrate formative assessment and feedback into the classroom. Ms. Ladsten is the Family and Consumer Sciences teacher at Big Foot High School. She has included a variety of formative assessments throughout each of her classes. Ms. Ladsten started keeping a clipboard nearby during her classes to take notes on what students needed to improve on and questions to ask students.
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
...e done well then advise learner on how they can improve, because good news about learners' work highly motivates them (Reed, 2006).
This paper will define and explore the three major aspects of Gagné’s approach to instructional design, which include: nine events of instruction, conditions of learning and learning outcomes. How Gagné’s theory correlates to the Walter Dick and Lou Carey’s systems approach to instructional design will also be considered (Dick and Carey, 1996).
Instructional Design is a systematic approach to design, evaluation and management of instruction. It helps to facilitate learning in an effort to improve. There are many models that have been developed to assist in the design of instructional materials. This paper will compare three: ADDIE, ASSURE and Kemp with a focus on online learning.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The Scientific Base Linking Social and Emotional Learning to School Success. New York: Teachers College Press, Columbia University .
Strategies to support inclusive student participation and engagement in learning allow the teacher to help students who struggle to become involved in class and who struggle to engage in the learning material. Finally, organisation of the classroom and providing directions to learners managing challenging behaviour is highly important to create a positive and creative workspace that allows students to want to learn and to reduce bullying in the class.
Unfortunately there are no quick fixes for the problems that plague the modern classrooms; there are only stopgaps and remedies which may be helpful in mitigating the problem until a more permanent solution is attained. These remedies constitute my personal teaching philosophy. One of these remedies involves instructing the students in the act of metacognition, st...
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
The importance of constructive feedback allows for many positive opportunities. One important element is that feedback provides a foundation for positive student and teacher relationships. By providing appropriate feedback, the students understand the teacher is genuinely concerned about them and their education. This component also enhances a student’s self-efficacy and provides an avenue for motivation.
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.