Comparison

Maria Sed Dr. Pyatt EDUC 533 July 5, 2009 ** Instructional Design Model, Instructional Strategy Comparison ** a) McNeil defines instructional design as, “the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.” In simpler terms instructional design equates to creating lessons to promote student learning. Although this may seem like a seemingly basic concept, instructional designers disagree on any single “best” method. At its most basic process most designers follow the ADDIE model, in which designers analyze, design, develop, implement, and then evaluate their instructional design.  Where instructional design looks at the bigger picture, instructional strategies focus on the smaller lesson level. Like instructional design, few can agree on the best instructional strategy to use in the classroom. Instructional strategies are extremely varied and may be specific to educational philosophies, content area, and grade level. As a future English teacher, for example, it is unlikely that I would implement Discovery-Based Learning in lesson design, because it is geared towards science classrooms. Both instructional design and instructional strategies consist of several specific sub-processes. Last Monday, when my fellow classmates and I were asked to classify the various instructional designs and strategies I never would have thought at that point that the Morrison and Ross model and Problem Based Learning would have anything in common. On further reflection, however, I realized that regardless of how complicated or basic each model has set steps for design and implementation. b) For the purposes of this assignment I have chosen to compare and contrast the A.S.S.U.R.E Model and the Morrison, Ross, and Kemp Model of instructional design. Below is a graphic which shows both models matched up to to the ADDIE Model: · State objectives || ·   Examine learner characteristics, subject content, and task components ·  Design instructional strategies ·  Planning || · Select instructional methods, media and materials || * Sequence content logically
 * || ASSURE Model  ||  Morrison, Ross, and Kemp  ||
 * A || · Analyze learners || ·   Identify instructional problems and set specific goals for instructional design ||
 * D || · Analyze learners
 * D ||
 * Develop evaluation instruments to assess objectives.
 * Select resources to support instruction and learning activities ||
 * I || * Utilize media and materials
 * Require learner participation || * State instructional objectives to learners (students)
 * Implementation ||
 * E || * Evaluate and revise || ·  Revision/Formative Evaluation ||

During class last week I was so completely baffled by the Morrison, Ross, and Kemp Model (MRK) that I knew I had to research it further to make some sense of the cluster of circles! The written description of the model was much less confusing, and in the end I found that it was very similar to the ADDIE Model. Some features of the MRK used components that are not only similar, but identical to ADDIE, such as Implementation. The 9 inner circles represent the various elements a designer must consider for his design. The two outer circles represent elements which should be considered for the entire process such as evaluation, planning, and implementation. The ASSURE Model was also very similar to the ADDIE Model, with one exception; at no point does the designer analyze the problem itself. Analysis is incorporated as step one in the process; however, it is not an analysis of the issue, but of the students as learners. This fits in more with the design process of ADDIE according to our text. Since this step of the ASSURE model shares aspects of both analysis and design I placed it in both areas of my comparative graphic. The issue I will be addressing for this course is motivating adolescent learners in the language arts classroom. Both models would certainly work well to tackle this issue. The ASSURE Model is more student focused and since students are the issue this may work well. In general, however, I would choose the MRK Model because it looks at both student characteristics and the issue in depth. c) For the purposes of this assignment I have chosen to compare and contrast the ARCS Model and the Discovery Learning instructional strategies. Below is a graphic which shows both models evaluated in regards to principles important to the language arts classroom:
 * || ARCS Model || Discovery Learning ||
 * Relative “student-centerdness” || Fairly student centered. Allows for direct instruction and student choice || Extremely as it’s a Constructivist strategy. Students work together to discovery their own answers ||
 * Relevance to English Classroom || Could be applied to any classroom || More applicable to science, math, technology classrooms, but could be manipulated to work in an English classroom as well ||
 * Ease of Use || Easy to implement || Would take a lot of planning on the part of the teacher, especially in a subject area other than science ||
 * Student Engagement/Motivation || Student motivation is the entire purpose for the model || Students would be very engaged ||

The ARCS Model was immediately appealing to me because it addresses my primary area of concern, student motivation. The Model, developed by Keller, gives a process to hook students and then maintain their motivation through the remainder of the lesson. The ARCS Model is as follows: · Attention o Grab students’ attention (humor, inquiry, interesting fact) · Relevance o Explain how this will be important to them today and in the future · Confidence o Help students understand likelihood of success, explain expectations · Satisfaction <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Sense of achievement, real-world application, constructive feedback Discovery Learning is a Constructivist-based approach to student learning in which students attempt to find solutions to a problem on their own, rather than having the teacher give them the answer. The philosophy behind such an approach is that students will learn and remember information better if they find it on their own. Opponents of Discovery Learning argue that it is an effective means to spread misconceptions and may be too much learning too fast for some students resulting in confusion. While Discovery Learning appears to be an instructional strategy which will likely motivate students, it seems more applicable to science and math classrooms. Some of the concepts of Discovery Learning can be applied to the English classroom but may take additional effort on the part of the teacher resulting in less “ease of use”. While both instructional strategies would motivate and engage students with their learning the ARCS Model appeals to me the most as a future English teacher. Its ease of use and relevance make it a model I will certainly use in my own practice.