1. Instructional Lesson Design Models
DPPI

2. 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

3. 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

4. Understanding by Design (UbD)
Grant Wiggins and Jay McTighe

5. 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

6. 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.

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

8. 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

9. Madeline Hunter’s Elements for Effective lesson DesignNo
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

10. New Model

11. 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.

12. ADDIE Model

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

14. Morrison, Ross and Kemp

15. 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

16. Smith & Ragan

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

18. Dick & Carey

20. 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.

21. 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.

22. Internalising Values Framework

23. 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

24. 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.

25. 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.

26. 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.

27. 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.

28. 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.