1. CLIR-PLAN-ER: An Instructional Design Model

2. Curricular Objectives Learner Characteristics Integration/Multiple Literacies ResourcesPlan InstructionEnactment/SharingReflection

3. Curricular Objectives Map to curriculum Learning Problem Pose essential questions Essential understandings: So what? Home

4. Curricular Objectives The first step in the model is to determine your instructional goals, starting with the mandated curriculum. In this stage, you determine what “new information and skills you want learners to have mastered when they have completed your instruction” (Dick, Carey, & Carey, 2009). Although in our explanation, ‘curricular objectives’ is listed first, the need for instruction will be determined by learner characteristics. Similar to what Morrison, Ross, Kalman, & Kemp (2011) describe as “needs assessment”, an analysis of learner characteristics will determine whether or not specific instruction needs to be planned for your identified curricular goals. Home

5. Learner Characteristics Prior knowledge Gaps in knowledge Interests/passions Student questions Special needs Readiness Motivation Learning Styles Home

6. Learner Characteristics Home

7. Integration/Multiple Literacies Cross discipline Authentic learning Current events Social action Citizenship Home

8. Integration/Multiple Literacies Home

9. Resources Experts Technology (audio/visual) Venue visits Print resources Manipulatives Home

10. Resources Home

11. Plan Instruction 5 Ws and How? Resources Projects/tasks, investigations Demonstrations, simulations, practice, application, integration Instructional 'hook' Assessment - Formative, summative Home

12. Plan Instruction Home

13. Enactment/Sharing Publicizing of learning Enactment/reflection of/on social action Celebration Home

14. Enactment/Sharing Home

15. Reflection –Summative Evaluation –What worked? –What didn't work? –Why? Why not? –What gaps remain? –Where do we need to go? Home

16. Reflection Home

17. References Dick, W., Carey, L., & Carey, J. (2009). The systematic design of instruction (7 th ed.). Upper Saddle River, NJ: Pearson. Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999). Instructional media and technologies for learning (6 th ed.). Englewood Cliffs, NJ: Prentice-Hall. Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing effective instruction. Hoboken, NJ: John Wiley & Sons. Seels, B., & Richey, R. (1994). Instructional technology: The definition and domains of the field. Washington, DC: AECT.