Models of Teaching.
Student’s Name: Tarica Gordon-Zachery, SID# 57382
Institutional Affiliation
- Describe the work of an educational designer. How are educational designers empowered by relation to their students, content, and practice?
Moskal (2012) explains educational designer as a professional whose fundamental role is to recognize the skills, knowledge, and attitude gaps and devises learning methods to fill the gaps identified. The author goes on to explain that educational designers are significant in the learning process as they help develop curriculums, modifying courses to suit learner’s needs, and developing learning materials such as the student guides. This essay seeks to explore the role of an educational designer and how they are empowered by relation to their students, content, and practice.
Kumar & Ritzhaupt (2017) state that education designers play a crucial role in the analysis of the needs of targeted learners and planning on the most appropriate curriculum. Educational designers conduct a thorough assessment of the needs of the learners; that is, their goals, expectations, learning environment, and the level of technology present. Afterward, the education designer will devise a curriculum that best suits the needs of the learners, designs appropriate teaching methods that would be used to impart knowledge to the targeted audience and decide on the desired technology that will complement the curriculum.
The education designer also focusses on how content will be organized to make it easy for the learners to benefit from the curriculum. The success of a given curriculum not only depends on the flexibility but also on how the content has been structured. A well-structured content will make it easy for targeted learners to be always engaged in the learning process. An effective curriculum should provide a smooth flow of information, starting from simple to complex concepts that consider different types of learners (Kumar & Ritzhaupt, 2017).
Moreover, educational designers collaborate with subject matter experts in ensuring a successful learning process. Subject matter experts (SME’s) refer to an authority on a particular field of knowledge, where the designer extracts knowledge. SME’s prime focus is in providing reliable and accurate content to the design team and by ensuring the designers understand and conceptualize the content provided. The education designer, in collaboration with the subject matter experts, is expected to develop appropriate modes of assessment that will ensure an active learning process (Kumar & Ritzhaupt, 2017).
Worth noting, education designer is involved in the management and implementation process of the designed curriculum. The education designer does this by promoting relationships with different parties involved ranging from Subject Matter Experts, faculty and students, designing instructional systems of management, and by providing effective implementation of instructional programs (Kumar & Ritzhaupt, 2017).
An education designer also creates and tests multimedia. The education designer ensures that multimedia tools are not overwhelming for first-time learners who are compelled to consume a wide range of data. The education designer will, therefore, collaborate with subject matter experts and tech-team to ensure their choice of multimedia does not overwhelm the targeted students (Kumar & Ritzhaupt, 2017).
Education designers are mainly empowered by subject matter experts who ensure they have access to reliable and accurate content. The education designers then find it convenient to present the material in a manner that will be well understood by the learners. The need of the students also empowers the designers; to provide content that solves the existing problems that are found in the curriculum. Education designers must use different methods to find ways of interacting with the student’s mindset. They need to find the existing loopholes in the curriculum and construct forms of filling in the gaps (Kumar & Ritzhaupt, 2017).
- Differentiate between instructional design models and models of instruction. Examine the five phases of the ADDIE instructional design process.
Branch & Kopcha (2014) define Instructional design models as a framework upon which instructional materials are developed. The authors go on to explain that the models are crucial in assisting education designers in offering learning materials that suit the needs of the students. Dick & Carey (1996) state that models of instructions refer to the guidelines upon which teaching by instructors are based. Jones (2014) explains that the ADDIE model refers to an instructional design method that assists in the development of course content. The ADDIE model has been used traditionally by educational designers and is still the most common in the contemporary world. It is simple and yet useful. This essay seeks to explore the five phases ADDIE instructional design process, which include: analysis, design, development, implementation, and evaluation.
The analysis phase is the first step in the ADDIE instructional design process. During this phase, the instructional problem is clarified. Some of the critical questions in this phase include; Who is the targeted audience? What are the characteristics of the targeted audience? What is the behavioral outcome? What type of learning constraints are eminent? What are the online podagral considerations? The analysis also considers the learning environment, delivery options, and the timeline for the project (Jones, 2014).
The design phase is the second phase ADDIE instructional design process and is centered on learning objectives, instruments of assessment, lesson design, and selection of media. An appropriate design phase should be systematic, which is an orderly way of identification and devising a variety of strategies for meeting the needs of the students. The design phase is carried out in a series of steps which include: documentation of the project’s instructional design strategy, application of instructional strategies based on the set objectives, creation of storyboards, creating the user interface, creation of a prototype and finally implementation of visual design (Jones, 2014).
Development is the third phase in the ADDIE instructional design process. Development is the actual creation (production) of the content and learning materials based on the design phase. During this phase, the content is assembled and created by the developers, and procedures such as integrity technology and debugging take place. Feedback is given, and the project is revised if needed. The development phase incorporates the testing of the methodology used in the product. In this phase, designers combine data gathered from analysis and design stages. The combination creates a system to manage that process information needed to teach students (Jones, 2014).
The fourth phase in the ADDIE instructional design process is implementation. The implementation phase ensures that maximum efficiency and positive results are given. Feedback is required for advanced improvement from all participants. During implementation, an idea is put into action, and a series of steps for training the learner and educator is formed. Deliverables are passed out to the group of students, and training material is evaluated for their effectiveness (Jones, 2014).
The last phase in the ADDIE instructional design process is evaluation, which touches on each of the other phases. The designer should reevaluate to see if problems required by the training program are solved and if the required objective is met. The evaluation phase consists of formative and summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. Revisions are made as necessary (Jones, 2014).
- Examine how and instructional tools (i.e., instructional models, instructional strategies technology) make learning more efficient, effective, or engaging. Asses the different characteristics of high-quality instructional tools.
William & Horton (2003) state that Instructional tools are a wide range of tools that facilitate student learning ranging from traditional to advanced options that use technology. Instructional strategies refer to the different methods that professional teachers may choose to utilize during the teaching and learning process. The strategies enable the learners to understand various concepts and meet their development needs. Teachers, therefore, are compelled to use effective instructional strategies to ensure students benefit significantly during the learning process. This essay seeks to explore different instructional tools to make more learning effective and examine the characteristics of high-quality instructional tools.
Teachers should ensure they use different types of instructional strategies to avoid instances of monotony that will breed boredom among the students. Using a variety of instructional strategies will meet different learning styles that students find desirable for them. Students will, therefore, enjoy the learning and the teaching process and are likely to stay engaged longer. Additionally, teachers should align the instructional strategies with the content they intend to teach to the students. The most commonly used strategies include cooperative learning, group instruction, and self-assessment (Meyers & Jones, 1993).
Eggen (1979) asserts models are prescriptive teaching strategies that assist in the realization of particular instructional objectives. Models of teaching facilitate student’s acquisition of knowledge, skills, and attitude necessary for critical thinking. Teachers often change instructions depending on the needs of the learners. Direct instruction is a teacher based model where learners are imparted with knowledge directly from the teacher. Direct instruction enhances critical thinking among the students. Examples of direct instruction include a power-point presentation by a teacher in front of a classroom and showing videos to students. Indirect instruction involves the students; the teacher is only a facilitator of the learning process. A good example of indirect instruction is when a teacher instructs the students to do a case study and make a presentation in class. Such type of learning improves not only inductive reasoning but also in deductive reasoning skills.
One characteristic of an efficient instructional tool is of good quality. The instructional tool should provide teachers and students with a wide variety of quality resources backed with intense research. This will make the teaching and learning process more effective. Students will participate appropriately in class and be in a position to think critically. The resources provided to teachers and students should, therefore, be scrutinized thoroughly before being approved fit for learner’s consumption (Hough, Michael, Hough & Paine, 1997).
The instructional tool should be flexible enough to cover the needs of a wide range of students. The content must meet the needs and interests of different students, including images, videos, games, and a variety of assessments. The material should be versatile to provide multiple perspectives on learning matters and carter to myriad populations. With this flexibility, teachers find it easy to align the content to the needs of the students in question (Hough, Michael, Hough & Paine, 1997).
A high-quality instructional tool should ensure maximum student engagement. Student engagement depends on the way content has been structured and delivered. Student engagement is significantly enhanced on digital platforms that provide high-quality videos and images. Learning that is combined by digital devices encourages independent and collaborative learning among the students, especially when students are given a platform to bring in ideas as opposed to take in information as presented to them by the teachers (Hough, Michael, Hough & Paine, 1997).
A high-quality instructional tool should also be aligned to the required standards.it would be disadvantageous to the learners to be exposed to standard-aligned digital materials as an alternative to other learning materials that are not aligned correctly. Teachers should, therefore, be cautious in deciding on alternative learning materials to what is already provided by the curriculum in the textbooks. To avoid learning confusion among the students that would jeopardize the student engagement process (Hough, Michael, Hough & Paine, 1997).
- Chapter 4 examines three types of classroom-based assessment: pre-assessment, formative assessment, and summative assessment. Select one type of assessment to examine, analyzing why and when it is used and how learners and teachers benefit from its use.
William (2001) asserts that assessment is an essential component of instruction as it is a reflection of whether the objectives of education are met or not. After an evaluation has been conducted, the instructors are in a position to know where to put much attention to ensure students are benefiting from the teaching and learning process. Guskey & McTighe (2016) state that pre-assessment is often given at the start of a lesson by a teacher to check the current understanding of the students on a given topic. Pre-assessment is, therefore, vital in assisting the teacher in gauging the knowledge of students on a topic before actually commencing the teaching process. An example of pre-assessment is when a history teacher wants to determine what experience the student has on WWII, they may start the class with a pre-test. Once the pre-test is complete and graded, the teacher decides what tools are needed to help the students better understand the subject. This essay seeks to explain the benefits of pre-assessment to learners and teachers and why it is used.
Why do teachers give their students pre-assessment? Teachers often give their learners pre-assessments to be able to note what students already know. They can do before beginning a specific topic within the curriculum, to obtain a baseline data on which to evaluate the progress of learners, to communicate learning expectations based on a specific topic, to get students thinking on how they will enhance their learning experience and to identify the learner’s perception on the topic (Guskey & McTighe, 2016).
One of the benefits of pre-assessment is that it evaluates the strengths and weaknesses of the students. An analysis of learner’s strengths and weaknesses gives a clue as to which areas the teacher needs to focus on most and the areas that have been adequately mastered. Based on the data collected on the strengths and weaknesses, the teacher can now choose teaching method that will tackle the specific needs of the students; those that will address the shortcomings of the learners (Guskey & McTighe, 2016)
Pre-assessment is also crucial in offering personalized lesson plans. Pre-assessment provides not only general information about a given class but also useful in providing information as to who, in particular, is struggling with specific concepts. The teacher can, therefore, address such problems of lack of understanding by giving extra materials to affected students to enhance their knowledge. Students who have proved to understand the topic well can also be instructed by teachers to assist the other students who are struggling with conceptualizing specific topics (Guskey & McTighe, 2016).
Moreover, pre-assessment also gives the students a preview of what’s to come for the lesson. The students can see where they need to improve at and what skills are needed to get started on the experience. Educators can base their lesson plans or curriculum on the student’s knowledge. This ensures the teacher is not getting blanked and confused stares for the individual in their classroom (Guskey & McTighe, 2016).
The pre-assessment or diagnostic assessment helps instructors to design better and strategize their lesson plans and set goals and structure for students. The instructor will, at this point, focus on the concept and expertise they expect individuals to know as well as what is expected at the end of the instruction period. The instructor’s method of imparting knowledge should, therefore, focus on filling in the gaps that exist and ensuring learner’s understanding of the key concepts on the specified topic (Guskey & McTighe, 2016).
References.
Branch, R. M., & Kopcha, T. J. (2014). Instructional design models. In Handbook of research on educational communications and technology (pp. 77-87). Springer, New York, NY.
Dick, W., & Carey, L. (1996). The Systematic Design of Instruction (4th Ed.).
Eggen, P. D., Kauchak, D. P., & Harder, R. J. (1979). Strategies for teachers: Information processing models in the classroom. Prentice-Hall.
Guskey, T. R., & McTighe, J. (2016). Pre-assessment: Promises and cautions. Educational Leadership, 73(7), 38.
Horton, W., & Horton, K. (2003). E-learning Tools and Technologies: A consumer’s guide for trainers, teachers, educators, and instructional designers. John Wiley & Sons.
Hough, M., Hough, M. J., & Paine, J. (1997). Creating quality learning communities. Macmillan Education AU.
Jones, B. A. (2014). ADDIE model (Instructional design).
Kumar, S., & Ritzhaupt, A. (2017). What do instructional designers in higher education do?. International Journal on E-Learning, 16(4), 371-393.
Meyers, C., & Jones, T. B. (1993). Promoting Active Learning. Strategies for the College Classroom. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.
Moskal, T. M. (2012). Instructional designers in higher education.
Wiliam, D. (2011). What is assessment for learning? Studies in educational evaluation, 37(1), 3- 14.