Instructional Lesson Design Models DPPI

Overview of Models UbD Madeline Hunter’s Elements for Effective lesson Design New Model ADDIE Model Morrison, Ross and Kemp Smith & Ragan Dick & Carey Karen Bohlin’s Internalising Virtue Framework

Overview of Models UbD Madeline Hunter’s Elements for Effective lesson Design New Model ADDIE Model Morrison, Ross and Kemp Smith & Ragan Dick & Carey Karen Bohlin’s Internalising Virtue Framework

Understanding by Design (UbD) Grant Wiggins and Jay McTighe

What is UbD? A framework for educational planning that promotes high levels of student understanding and achievement. It emphasizes the concept of backward design that suggests 3 stages: Stage 1 – begin with desired learning results Stage 2 – think about evidence needed to certify that students have achieved the desired learning Stage 3 – plan the teaching-learning activities and resources to help students achieve desired results

Key Features of UbD Teaching for understanding Designing backwards ensuring that students have ongoing opportunities to explore big ideas and essential questions that promote students’ “meaning making” and transfer. Designing backwards Identify desired results (what students should know, do and understand) Determine acceptable evidence (design related assessment tasks) Plan learning experiences (determine how best to teach students to promote success on these tasks) The assessment-teaching-learning connection creating effective performance tasks, reflective assessments, and culminating projects to allow students to demonstrate their growing understanding.

Fish Bone Organizer of Lesson Design Madeline Hunter’s Elements for Effective lesson Design

Madeline Hunter’s Elements for Effective lesson Design Fish Bone Organizer of Lesson Design Lesson Design Sharing the Objectives & purposes Models Demonstrating Input /Information Mental Set Closure /Reflection Guided / Independent Practice Checking for Understanding Retrieved dated 18 July 2012 from http://www.csun.edu/coe/eed/holle/PACT/planning/Lesson%20Planning.pdf

Madeline Hunter’s Elements for Effective lesson Design No Elements Descriptions 1. Anticipatory Set A short activity that focuses students’ attention before actual lesson begins. Eg handout, review questions. Focuses students’ thoughts on what will be learned. 2. Purpose State the learning objectives and purposes of the lesson. 3. Input Identify and teach main concepts and skills, emphasizing clear explanations, frequent use of examples and/or diagrams, and invite active student participation 4. Modelling Provide demonstration what to be learned eg graphic, video etc. 5. Check for Understanding Observe and interpreting students reactions 6. Guided Practice following instruction by having students answer questions, discuss with one another, demonstrate skills, or solve problems. Give immediate feedback and reteach if necessary 7. Independent Practice solidify skills and knowledge when students have demonstrated understanding. 8. Closure Review and wraps up the lesson Retrieved dated 18 July 2012 from http://www.csun.edu/coe/eed/holle/PACT/planning/Lesson%20Planning.pdf

New Model

New Model Based on constructivism theory Emphasis placed on the learner 4 Processes: Input Process Output Feedback 4 Processes: Input: Refer to the design of activities, after considered the needs of the students using needs analysis Process: starts w a pre-assessment of knowing where/what the learners already know/not know. With the info, the teacher may make changes to the lesson plan. Output: Teacher conduct lesson using facilitation. Uses formative and summative assessment as avehicle for improvement. Feedback: Teacher obtain feedback on the lesson from the student – co-construct lesson w teacher.

ADDIE Model

ADDIE Model First developed by US Army in 1975 5 Step Model Analysis of Learners Design of Lesson Development Implementation Evaluation

Morrison, Ross and Kemp

Morrison, Ross and Kemp 9 Step Model, spin off from ADDIE Steps are: Instructional Problems Learner Characteristics Task Analysis Instructional Objectives Content Sequencing Instructional Strategies Designing the message Development of Instruction Evaluation of Instruments

Smith & Ragan

Smith & Ragan 4 Step Model, spin off from ADDIE Steps are: Instructional Analysis Selecting Strategy Developing Evaluation Revising Instruction

Dick & Carey

Dick and Carey Determining instructional goal. Analyzing the instructional goal. Analyzing the learners and the context in which the skills will be learned and the context in which the skills will be used. Writing performance objectives. Developing assessment instruments. Developing instructional strategy. Developing and selecting instruction. Designing and conducting formative evaluation. Revising instruction. Summative evaluation.

Background Information 10 step model, spin off from ADDIE. provides more detail and guidance than other models Flexible allow the designer to start from any of the main steps in the model, provided that the preceding steps were met Constraint writing instructional objectives The model compels the designer to perform an analysis and needs assessment before writing the instructional objectives Comprehensive can be difficult to apply in its entirety in a real world education project.

Internalising Values Framework

Internalising Virtue Framework Our understanding informs our actions. Our actions give us reason to reflect. These reflections strengthen our understanding of virtue and our commitment to act accordingly. Developed by Karen E. Bohlin, Deborah Farmer and Kevin Ryan in 2000 It is an instructional framework that can help educators, parents and administrators to be more thoughtful in their efforts to educate for character Specific to Virtues, Values education

Internalising Virtue Framework Built on the belief that character formation is a lifelong enterprise, the framework illustrates how we can help students to become not only aware of virtue, but also internalise dispositions of good character. By raising awareness, inspiring understanding, building good habits of action, and fostering reflection, adults can help youths to internalise virtuous dispositions.

Awareness is created as educators and others explain and define virtues, as a means of building a common language and shared character goals for the school community. Students become aware that respect, kindness, and diligence, for example, matter when teachers use these words and remind students of the importance of these virtues to both their intellectual and their personal development.

Understanding of virtue It is awakened when students experience that “A-ha!” moment and realize that living virtuously and making wise choices contributes to personal happiness and the happiness of others. Understanding is enlightened through stories, poetry, images, music, film, and examples of lives past and present. Understanding heightens students’ desire to lead a virtuous life; to use their time, talent, and energy well; and to make wise choices.

Action It enables students to build good habits. We learn by doing. As Aristotle notes, “[Men] become builders by building and lyre-players by playing the lyre; so too we become just by doing just acts…brave by doing brave acts.” Action is about putting virtue into practice.

Reflection It involves thinking about choice and action. Was it a good or a bad decision? Why? What would we do differently next time? Reflection helps us develop the self-knowledge essential to internalizing virtue. It cultivates moral reasoning.