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ProfEd-125B: Technology for Teaching and Learning 2

Lesson#4: Instructional Design Models

What is Instructional Design?

- It is the practice of systematically designing, developing, and delivering instructional materials and
experiences in a consistent and reliable fashion to optimize learning and student success.
- It involves creating learning experiences that are effective, efficient, and engaging for learners,
considering their needs, learning objectives, and available resources.

Different Instructional Design Models:

A. Gagne’s Nine Events of Instruction (Robert Mills Gagne)
Practice Exercise #1: Identify the events of
Instruction
1.) This event aims to capture the learners’
attention and engage them in the learning
process. It can be achieved through the use
of stimulating and relevant stimuli or by
posing questions or problems.
2.) It conveys information that rouses the
learner’s interest.
3.) Learners need to be aware of the specific
learning objectives or goals they are expected
to achieve. Clear communication of these
objectives helps to focus their attention and
motivate them to learn.
4.) It conveys what the teacher will be
teaching.
5.) Activating learners’ prior knowledge helps
them connect new information to existing
mental frameworks. By reviewing relevant
concepts or experiences, learners can build
upon what they already know.
6.) Understand the current knowledge level of the learners prior to teaching the new lesson.
7.) The instructional content is presented to the learners in a structured and organized manner. It
should be logically sequenced, chunked into manageable units, and delivered using appropriate
instructional strategies such as lectures, visuals, flowcharts, diagrams, or multimedia.
8.) It conveys the information that elicits learning.
9.) It shares tips that enable the learners to apply the newly learned or taught topics / concepts.
10.) Learners need guidance and support to understand and acquire new knowledge or skills. This
event involves providing clear explanations, examples, demonstrations, and instructions to assist
learners in grasping the content.
11.) Learners are given opportunities to practice what they have learned. This active participation
helps reinforce the newly acquired knowledge or skills and allows for feedback and correction if
needed.
12.) Allow learners to practice the theoretical knowledge they learned through given reinforcement
activities to do or perform by the learners such as scenario, role plays, sketching, and the likes.
13.) Learners receive feedback on their performance, indicating whether they have achieved the
desired learning outcomes. Feedback helps them assess their progress, identify areas for
improvement, and reinforce correct understanding or behavior.
14.) It let the learners know how they fared during the discussion by giving positive responses,
correcting the mistakes made by learners or how the learners progress to the topic discussed.
15.) This event involves assessing learners’ performance to determine the extent to which they have
achieved the learning objectives. Various assessment methods such as quizzes, tests, or practical
exercises, can be used to evaluate their progress.
16.) It reviews or gauge students’ mastery of the subject matter. It provides both the learners and the
instructional designers with a clear picture of the learning outcomes has been achieved or not.
17.) The final event focuses on promoting long-term retention and transfer of the learned material to
real-world contexts. Strategies such as providing opportunities for review, application in different
situations, and promoting transfer of knowledge to other domains are employed to solidify learning.
18.) The ultimate goal of any learning experience is ensuring recall and adaptability or sustainability
of what the learners have learned and their application of knowledge or skills to life.
Practice Exercise#2: Identify the events of learning in the following context clues in teaching BIRDS
as vertebrates used in teaching Science Grade4:
1.) Today, I am going to discuss the Vertebrates, particularly you will learn the Birds.
2.) A duck is an example of Birds… it can be defined as… it can be described as…
3.) Great, your grade is 10/10, you were able to draw the duck like it is a real duck!
4.) Ok class, please listen. Sit up properly, eyes & ears on me! Let’s start the lesson.
5.) In your grade 4, you learn birds, What do you remember about birds?
6.) Now that you have learned that ducks are examples of birds, all of you will draw your own picture
of a duck.
7.) Here are several examples of pictures of ducks.
8.) Now, out of these bird pictures, identify the ducks.
9.) You are correct! Give him 5 claps… no ducks can fly, they have been bred to be too heavy!

B. Merril’s Principles of Instruction (David Merril)

Practice Exercise#3: Identify the learning as to the Principles of Instruction.

1.) Learning is promoted when learners integrate their new knowledge into their everyday world.
2.) Learning is promoted when learners apply the new knowledge and skills.
3.) Learning is promoted when learners observe a particular skill or task then performs after.
4.) Learning is promoted when learners’ active relevant prior knowledge or experience.
5.) Learning is promoted when engage in a task centered instructional strategy.
6.) Examples are presenting learners with challenging, real-world problems that require them to use
their newly acquired skills and knowledge to solve.
7.) Exaples are attention-grabbing techniques such as stories, humor, or challenging questions to
capture the learner’s attention.
8.) Examples are done through video watching, simulations, or live demonstrations seeing how the
skills or knowledge are applied in practice.
9.) Examples are done through case studies, or role-playing exercises practicing the skills or
knowledge in a safe, controlled environment.
10.) Examples are done through reflection exercises, group discussions, or self-assessment activities
integrating the new knowledge and skills into their existing knowledge base.
3.) ADDIE Model

4.) KEMP Model (Jerrold Kemp, Gary Morrison, and Steven Ross)

The Kemp Design Model adopts a

circular structure in which the
circularity is achieved by viewing the
nine core elements of the model as
interdependent rather than singular
and independent. This allows
instructional designers a significant
degree of flexibility, because they are
able to begin the design process with
any of the nine components or stages,
rather than being constrained to work in
a linear fashion. In other words,
designers are not required to consider
the components in any proscribed
“orderly way to realize the instructional
learning systems design.

5.) ASSURE Model (Robert Heinich & Michael Molenda)

6.) TPACK Model (Punya Mishra and Matthew J. Koehler’s )
Content Knowledge (CK) – This describes
teachers’ own knowledge of the subject matter. It
includes knowledge of concepts, theories,
evidence, and organizational frameworks within a
particular subject matter; it may also include the
field’s best practices and established approaches
to communicating this information to students.
CK will also differ according to discipline and
grade level – for example, middle-school science
and history classes require less detail and scope
than undergraduate or graduate courses, so their
various instructors’ CK may differ, or the CK that
each class imparts to its students will differ.
Pedagogical Knowledge (PK) – This describes
teachers’ knowledge of the practices, processes,
and methods regarding teaching and learning. As
a generic form of knowledge, PK encompasses the
purposes, values, and aims of education, and
may apply to more specific areas including the
understanding of student learning styles,
classroom management skills, lesson planning,
and assessments.
Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various
technologies, technological tools, and associated resources. TK concerns understanding edtech,
considering its possibilities for a specific subject area or classroom, learning to recognize when it will
assist or impede learning, and continually learning and adapting to new technology offerings.
Pedagogical Content Knowledge (PCK) – This describes teachers’ knowledge regarding foundational
areas of teaching and learning, including curricula development, student assessment, and reporting
results. PCK focuses on promoting learning and on tracing the links among pedagogy and its
supportive practices (curriculum, assessment, etc.), and much like CK, will also differ according to
grade level and subject matter. In all cases, though, PCK seeks to improve teaching practices by
creating stronger connections between the content and the pedagogy used to communicate it.
Technological Content Knowledge (TCK) – This describes teachers’ understanding of how
technology and content can both influence and push against each other. TCK involves understanding
how the subject matter can be communicated via different edtech offerings, and considering which
specific edtech tools might be best suited for specific subject matters or classrooms.
Technological Pedagogical Knowledge (TPK) – This describes teachers’ understanding of how
particular technologies can change both the teaching and learning experiences by introducing new
pedagogical affordances and constraints. Another aspect of TPK concerns understanding how such
tools can be deployed alongside pedagogy in ways that are appropriate to the discipline and the
development of the lesson at hand.

7.) Bloom’s Taxonomy of Learning (Benjamin Bloom)