1. What is Dynamic Instructional Design Model
What is Dynamic Instructional Design Model? A flexible system for designing instruction
Robert Gagne
Instructional Design Graph
Lauralyn Vasquez
EDU648: Teaching & Learning with Technology
Steven Law
July 27, 2013
History of Dr. Gagne
Hello, My name is Lauralyn Vasquez. I am from Temecula California. Today I am going to present to you the 6 steps in the Dynamic Instructional Design Model developed by Robert Gagne’. According to “teaching and learning with technology, 4th edition,” he is the leading figure in instructional design systems. His system is set up for us the educatory to continually receive feedback and grow in our success with the student.

2. Know the Learners Meyers Briggs Learning Styles Developmental Stages
Who are your students? They have all come to you with different back grounds, personalities, physically different, emotionally different and cognitively different. As a group of students how do they interact with one another and as individuals? An effective use of this model a teacher will ask each of these questions as she/he prepares to design their instruction. This does not have to be a formal testing at this point. But through observation what can you tell about your students?
Figure 1.

3. Performance Objectives
State Your Objectives
Performance Objectives
Blooms Taxonomy
In your planning are the objectives being met? Did the objectives target the performance desired? Are there multiple levels of critical thinking? These objectives are concise and to the point. Is it measurable and obtainable? How will you know the objective is met?
Critical Thinking
Figure 2.

4. Establish the Learning Environment
Learning Styles
Dunn and Dunn
Establishing the learning environment can be crucial in a students success. Rita and Kenneth Dunn have done extensive research on creating learning environments that match individual learning styles. (Dunn and Dunn 1992). This may not be 100% possible with all students and classrooms. But in setting up your classroom and lesson have you considered the physical space? Is the space excellent for instruction and your needs for the lesson? Is the classroom climate flexible? Is your attitude as a teacher positive and encouraging?
Attitudes
Figure 3.

5. Identify Teaching and Learning Strategies
Teaching Strategies
Learning Strategies
150 Teaching Methods
What do you have in your tool box? What are your teaching strategies which are your methods to teach your students? What are your learning strategies which are the techniques and activities that you will have your students engage in? What will be your method and what media will you use to have the outcome you desire? The answers to these are vast. So take some time and really think through the first three components in this model to help you decide.
Figure 4.

6. Identify and Select Technologies
Diverse tech
Best Practices
ISTE Standards
Instructional technology comes in all shapes and forms. Pencils at one point were a new technology that enabled students to write. Nonprojected visual media such as posters, dioramas and bulletin boards can all be considered when identifying and selecting technologies to carry out your instruction. White boards, overhead projectors, audio, digital, video as well as the actual devices to carry those out are all to be considered.
Figure 5.

7. Summative Evaluation and Revision Plan
Rubric Help
Classroom Eval
Student Feedback Forms
Continue to ask the question. Nothing is ever perfect in our lesson plans. There is always something new to be learned or do again. Summative evaluation gives you an opportunity to take a look at what was effective and make appropriate revisions. You can make formal assessments or ask for feedback from your students. Your students achievement along with your assessments will give you what you need to evaluate all during this process.
Figure 6.

8. Integrating Technology
Summary
Teaching with technology is exciting with the possibility of incredible outcomes for our students. Yet without proper planning a great idea can turn into a class of chaos. I have seen teachers have a great idea but did not take into account the time and resources needed to complete the task. When using any technology classroom management needs to be adjusted and thought through. The classroom management will be different using technology than if you were to just lecture with all eyes on you the teacher.
Using DID can assist in having a successful outcome in your class. Know why you are using the technology and your desired outcome. Continually evaluate the process. How does it fit within your objective to meet your curriculum goals? Know your learners, and your goals. What is your learning environment? Are you a caring nurturing teacher? “Research has demonstrated that the attitudes of learners and of the teacher directly affect student performance. (Dunn, 1999). Is the room set up properly for your technology? What technology do you have at your disposal? Do you have the power needed, space or bandwith to accomplish your goals? If you have special needs, low or gifted, without special planning your special idea will not be so special. Yet on the other hand careful, thought out technology plan within your lesson can create an exciting successful lesson with great results.
DID Templet
Classroom Tech
Integrating Technology

9. Reference List
Edinatech.blogspot.com (image file.) Retrieved July 27, 2013 from:
Dunn, R., & Dunn, K Teaching elementary students through their individual learning styles. Boston: Allyn & Bacon
(image file.) Retrieved July 27, 2013 from:
McDonald, J. L.-D. (2011). Teaching and Learning with Technology. Boston, MA: Pearson. P. 60
Plus.google.com (image file.) Retrieved July 27, 2013 from:
(image file.) Retrieved July 27, 2013 from:
(image file.) Retrieved July 27, 2013 from:
(image file.) Retrieved July 27, 2013 from: