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- 1. DID steps Introduction Instructional Design Model Know State Establish Dynamic Instructional Design DID Strategies Technologies Evaluation Conclusion Resources Ashley Bringas Revised 10/07/2013
- 2. DID steps Introduction Know State Establish Strategies Technologies Evaluation Conclusion Resources Instructional Design Model Used to help educators in the first phase of the system • Results in coordinated and focused daily lesson plans and subsequent instructional action plans. • Must be flexible and adaptable to accommodate continual changes in strategies to meet learner needs. •
- 3. DID steps Introduction Know ● Developmental stages, both physically and cognitively ● Backgrounds may affect how instruction is received State Establish Strategies Technologies Evaluation Conclusion Resources ● Incoming skills and knowledge base Successfully Focusing Instruction • Begin by carefully reviewing the characteristics of your learners. • Ask yourself a number of questions● aboutor ● Learning Similarities styles, cognitive differences your learners styles, and affect the types of intelligence ● As a group, how are the learners the same, and how are they different? design
- 4. DID steps Introduction Know State Establish Strategies Technologies Evaluation Conclusion Resources • Accurately measure performance • Target the performances intended Keeping Instructional Design Focused • State your instructional objectives in terms of student performance • All subsequent steps will be tightly targeted on student outcomes • Include multiple levels of critical thinking
- 5. DID steps Introduction Know State Establish Strategies Technologies Evaluation Conclusion Resources • Sufficient diversity to meet learner needs • Nurturing and secure for all students The learning environment must be effective to promote learning by all students. • Positive and productive interaction • Support and enhance learning
- 6. DID steps Introduction Know State Establish Strategies Technologies Evaluation Conclusion Resources • Address all Steps • Each Step Makes Sense • Must be sufficient for and effective in meeting the Include Varied objectives identified Strategies •
- 7. DID steps Introduction Know • Good Variety State Establish Strategies Technologies The technologies must • Appropriate Technologies be successful in supporting the targeted teaching and learning Evaluation • Readily Available Conclusion Resources
- 8. DID steps Introduction Know State Establish Strategies Technologies Evaluation Conclusion Resources •Data gathered • Method of from assessment assessment that useful to will measure determine achievement ofThe Summative Evaluation necessary objectives • Must provide the data revisions needed to determine whether the objectives were achieved. • Evaluation • techniques valid for Must be sufficient effective revision. and reliable with reference to the design
- 9. DID steps Introduction Know State Effective instruction has been thoroughly created. Establish Strategies Technologies Evaluation Conclusion Resources Virtual instruction needs to be clear and concise, because there is often no further explanation
- 10. DID steps Introduction Know State Establish Strategies Technologies Evaluation Conclusion Resources • Lever-Duffy, J., & McDonald, J.B. (2011). Teaching and Learning with Technology (4th ed.). Boston: Pearson Education, Inc. Ally and Bacon.
Hinweis der Redaktion
- “An instructional design model, a design template, is used to help educators in the first phase of the system to envision the unit of instruction. Using such a model as a foundation will result in coordinated and focused daily lesson plans and subsequent instructional action plans. The instructional design model must be flexible and adaptable to accommodate continual changes in strategies to meet learner needs. The Dynamic Instructional Design (or DID) model is therefore built around a continuous internal and external feedback loop to ensure that each step of the process is functioning at its maximum effectiveness. Continual self-examination, feedback, and correction are built into the model to emphasize its flexibility while maintaining its system integrity” (Lever-Duffy & McDonald, 2011, p. 51-52).Please click on the links on the left-hand navigational pane to learn more about each step in the design model.
- To successfully focus instruction, you must begin by carefully reviewing the characteristics of your learners. To do so, you should ask yourself a number of questions about your learners● What are their developmental stages, both physically and cognitively? ● What in their cultural or language backgrounds may affect how instruction is received? ● What are their incoming skills and knowledge base relative to the intended instruction? ● What are their individual characteristics, such as learning styles, cognitive styles, and types of intelligence? ● As a group, how are the learners the same, and how are they different? ● How might these similarities or differences affect the design of the intended instruction?
- To keep your instructional design focused, it is critical that you take the time to state your instructional objectives in terms of student performance so that all subsequent steps will be tightly targeted on student outcomes• Are my objectives targeting the performances I intended? • Are my objectives stated in a format that makes it possible to accurately measure performance? • Do my objectives include multiple levels of critical thinking?
- The learning environment must be effective to promote learning by all students. • Does the physical space I am planning offer sufficient diversity to meet learner needs? • Is the environment nurturing and secure for all students? • Does the class management system promote positive and productive interaction? • Am I planning student and teacher exchanges that support and enhance learning?
- The teaching and learning strategies must be sufficient for and effective in meeting the objectives identified• Am I addressing all of the steps of the pedagogical cycle? • Does each step make sense in terms of the cycle and the student learning it is intended to promote? • Am I including sufficiently varied teaching strategies and learning activities to meet the needs of my diverse students?
- The technologies must be successful in supporting the targeted teaching and learning• Are the technologies I have selected appropriate to the content and pedagogy? • Am I selecting a variety of technologies that will meet the diversity of learning styles? • Are the technologies and support materials readily available?
- The summative evaluation must provide the data needed to determine whether the objectives were achieved. Must be sufficient for effective revision.• Am I identifying a method of assessment that will measure achievement of objectives? • Is the data to be gathered from the assessment useful to determine necessary revisions? • Are the evaluation techniques valid and reliable with reference to the design?
- Effective instruction has been thoroughly created.Virtual instruction needs to be clear and concise, because there is often no further explanation