Running head: INSTRUCTIONAL MODEL

Instructional Model
Nickesha Senior
The University of the West Indies
Open Campus

EDID6503-Instructional Design Theories, Models & Strategies

Cayman Islands Open Campus
ID#: 308003276
E-tutor: Dr. Laura Gray
Due date: 25th March, 2015

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Abstract
This paper will give an overview of the instructional models that are used in my working
environment and then assess the best one that describes the working environment. The name of
the working environment is 100% Math. The paper will give background information on the
workplace and state various instructional strategies used in the institution. After this
investigation, a model will be named, described and compared to the old models thus delving
into the instructional model that directly relates to the learning environment. A reflection paper
will bring closure to the paper and give a general overview of the experience in creating the
instructional model.

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Workplace environment
100% Math is a tutoring company that is located in Grand Cayman, Cayman Islands in
the West Indies. It is a community outreach joint venture between the Grace Tabernacle Church
and a local business called Radmak International Incorporated ltd. The philosophy of 100% Math
states that knowledge is constructed from experience: learning is a personal interpretation of the
world: learning is an active process of meaning making based on experience and learning is
collaborative with meaning negotiated from multiple perspectives (Wilson, Teslow & OsmanJoujoux, 1995). 100% Math believes that learning and social development goes hand in hand.
100% Maths tutorial program focuses on improving mathematics skills, confidence, critical
inquiry, self regulation and sense making. The program is structured for students explore
problems, clarify their ideas and acquire different views of particular concepts or ideas through
meaning negotiation.
The company offers one on one and small group tutoring. Classes begin as early as 10 am
and continues until 9pm Mondays to Saturdays. The company caters for students of varying ages
and grade levels. There are students as low as grade 5 and as high as undergraduate. Contrary to
the name of the company not only does it offer Mathematics but also English, and the Sciences.
There are a total of 4 teachers and over 60 students. All the teachers within the company are
graduates of the University of the West Indies with at least an undergraduate degree. We
therefore share similar philosophies. The classes are carefully scheduled in order for the teacher
student ratio to not exceed 1 to 5 in any hour of class. There are three convenient locations of the
company that caters to all the schools in Grand Cayman. At these locations there are stations set
up for one on one classes and the small group classes. There are at least three computers at each

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location and at least two white boards. The company tries to incorporate technology as much as
possible in all its operations. Each location is spacious and is very inviting to the students.
In describing the leadership style of the company it could be classified as being
participative or democratic as all tutors also have a say in what goes on in the business. Workers
are allowed to freely offer their opinion which will allow for any advancement in the company as
well as for the betterment of the clients. There is great camaraderie among teachers and the
Management of the company. The company is constantly assessing its performance to deal with
the constant changes in the educational system. Therefore, there is a continuous development of
strategies and methods. The company has made every effort to meet the safety standards of the
Cayman Islands thus presenting a clean and child friendly environment. Management is also
keen on continuous training and therefore every Monday there is a staff meeting where we
address how instruction can be improved that week.

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Instructional Models and the workplace environment

The company was built to allow students to be active participants in their learning as
opposed to being reactive as in traditional methods. Ryder (2002) states that "an instructional
design model gives structure and meaning to an instructional problem. Models help us to
visualize the problem, to break the problem down into discrete, manageable units. Considering
we have students from different age groups, schools and backgrounds models are very useful in
especially planning lessons for the students.
Schmeck (1988) states that A style is any pattern we see in a person's way of
accomplishing a particular type of task. Before a student begins tuition with the company they
are given a multiple intelligence test to see how they learn best. Presently we have students who
are from varying intelligences visual/spatial, kinesthetic, and linguistic and a few from logical
and musical. In order to facilitate the different learning styles we incorporate models such as the
ADDIE model, goal-based learning, problem-based learning and guided discovery into our
lessons.
According to Allen (2006) although there are many system models, almost all are based
on the generic analysis, design, develop, implement, and evaluate (ADDIE) model Therefore
this is used as the backbone to creating and evaluating lessons. Each day we analyze how the
student learns and how they have reacted to lessons in the past, then design and develop a lesson
suitable to their individual learning style. During the implementation stage we make observations
to ensure that the students are comfortable and the lesson is understandable and clear. We then
evaluate them towards the end of each lesson to see if the lessons taught were indeed effective.
This is an ongoing process.

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Within the use of the five phases of the ADDIE models other models are implemented to
enhance the effectiveness of the lesson and suit the needs of individual students. One such model
is the goal-based learning. Schank (1992) states that, "the intent of a goal based scenario is to
provide motivation, a sense of accomplishment, a support system, and a focus on skills rather
than facts. This is one of our major concerns, we want to help students to gain confidence in
the subject. This model is used especially for students with short attention spans as well as other
learning difficulties. This works well across all intelligences.
Another model used is problem-based learning. This type of learning uses information
processing and thus works well with our students who fall into the linguistic intelligence. As
defined by Savery (2006) "problem-based learning is an instructional (and curricular) learnercentered approach that empowers learners to conduct research, integrate theory and practice, and
apply knowledge and skills to develop a viable solution to a defined problem" (p. 9). These
students are able to read through or listen to a problem and analyze it and in the end are able to
explain how they arrived at the necessary solutions.
A third model is guided discovery learning. In this model the students are provided with
the necessary tools in order to come up with the desired results. They have to know how to apply
the concepts in order to get the desired outcome. Mosston (1972) states that Guided Discovery,
is characterized by convergent thinking. The instructor devises a series of statements or questions
that guide the learner, step by logical step, making a series of discoveries that leads to a single
predetermined goal. In other words, the instructor initiates a stimulus and the learner reacts by
engaging in active inquiry thereby discovering the appropriate response (pg. 117). Therefore the
students will follow the given guidelines for example, a treasure hunt setting until they get to the
prize: the concept.

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Instructional Strategies present in the workplace environment

As stated in the philosophy of the company knowledge is constructed from experience.
This in itself demonstrates the methods and strategies that will therefore be implemented in the
tutoring company. Students are actively involved in their learning and therefore we use strategies
that will directly promote this. In our company we use three distinct strategies direct instruction,
experiential instruction and discussion.
The belief of the direct approach is that it is the most effective method of instruction
which gives explicit and guided steps. It is directed by the teacher, and is useful in situations
where large volumes of content have to be covered in a short period of time (Reigeluth & CarrChellman, 2009). Some of the classes are shorter especially for younger students thus a direct
approach will help in getting them to work through examples and non-examples as well as do
exercises, under the supervision of the teacher. Orlich et al (2007) stated that direct instruction is
suitable for increasing "on-task learning time, thinking skills, problem solving, computer
literacy, writing skills and science learning (p. 35). Therefore, it is a very good strategy to use
for our mathematics and science classes. This approach meets a wide variety of learning needs
especially in our small group lessons.
Many of the older students come with various ideas of how a concept is done. They have
acquired these ideas through their past experiences. Many of them are also willing to share it
with others in the small group setting. Kolb (1984) states that experiential learning theory is "the
process whereby knowledge is created through the transformation of experience. Knowledge
results from the combination of grasping and transforming experience. The teacher in this
model is a guide and facilitator for the students, allowing them to relate the information to real

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like situations. Wurdinger &Carlson (2010) states this in their definition of experiential learning
where they state that it is, "any learning that supports students in applying their knowledge and
conceptual understanding to real world problems or situations where the instructor directs and
facilitates learning.
One of the things we pride ourselves in at 100% Math is to allow our students to feel
comfortable and speak freely. They feel a sense of responsibility for their own learning and help
them to gain confidence in themselves and the content. Lessons are almost similar to family
settings where we share ask questions and try to help students see how concepts apply directly to
their everyday life. Doing this we incorporate the discussion approach.
According to Reigeluth & Carr-Chellman (2009), "the Discussion Teaching Approach
is a pedagogical method that is based on the activity learning of both the students and
instructors. As a result of the nature of discussion learning teachers are also able to gather
various approaches and insights into answering questions. Reigeluth and Carr-Chellman (2009)
also put forward that this approach encapsulates Merrills First Principles of Instruction, which
are, Activation, Demonstration, Application and Integration. Therefore it is not just a random
talk but it is something that is carefully planned and it meets criteria. Many parents and teachers
have reported that they have noted changes in their children and they are now more open to
explanations and are doing so confidently.

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Instructional Model for my workplace environment

The name applied to the model that best suits 100% Math is The Pepper-pot Model.
According to the Merriam Webster online dictionary ("Pepper pot", 2015) is a highly seasoned
west Indian stew of vegetables and meat or fish. I chose this name because in our institution we
have students of varying backgrounds, with different learning styles as well as different cultures
coming together in one place for one purpose. It is a pepper-pot because of all the different
ingredients that we have to add, which are: the different models and strategies with the
uniqueness of each student adding the spices to the dish. This will encompass various models
and strategies as the need arises, in meeting the needs of the students. Therefore in this model
there is no limit to the models or strategies used there will be an ongoing study of various models
and strategies.

In the Pepper-pot model there are four stages, observe, research, implement and evaluate.
These stages combines both the ASSURE and ADDIE model. In the observe stage we will see
how students react to given stimuli using cognitive and behaviourist theories and see how they
learn best through the administration of a multiple intelligence test. This stage is similar to the
Analysis stage in the ADDIE model. In the analysis phase all the information about the problem,
learning objectives and goals, the learning environment and the learner are identified and
clarified (Instructional Design Central, 2012). This stage is also similar to the Analyze phase of
the ASSURE model where information such as their culture, learning style and grade level are
gathered (Grant, 2010).

In the research stage we will find models and strategies that would best suit that student
then create lessons geared towards the findings. This is similar to the design stage of the ADDIE

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model in which the needs of the students will be clarified and the strategies identified to suit
those needs (Instructional Design Central, 2012). It is also similar to the Select stage of the
ASSURE model where the teacher will decide which methods are best to be used by each student
(Grant, 2010). In the third stage we will implement the models and strategies that we have
researched to help the student. This stage is similar to that of the Implementation stage of the
ADDIE model however it involves the lesson delivery. It is also similar to the utilize methods,
media and materials of the ASSURE model. In the final stage we will evaluate to see if the
approach was effective, if the students understood the concepts and determine what could be
kept and what can be improved. Again very similar to the last stage of the ASSURE model
which is also the Evaluation phase (Grant, 2010).

Some of the models that would most often be used are goal-based learning, problembased learning and guided discovery. The strategies that will also be continuously used are
direct instruction and discussion. These will help in easily ascertaining how best students learn
and which activities programs and strategies are best for them. This model will benefit the
learning environment by allowing it to be flexible, supportive of the students and allow
collaboration between teachers and students. It will also allow the teachers to be more
accountable for their lessons. Students will also be given a lot more control of their learning thus
helping them to increase their confidence in the subject areas. One similarity between this model
and those previously used is that the same methods and strategies will be implemented. Another
is that they are all seeking to meet the needs of the students according to their learning style. The
major difference between them is that the new model will incorporate a wider variety of
strategies and methods that will directly meet the needs of each student.

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10

Reflection
I have been working with 100% Math for a little under six months. I am therefore still in
the process of adjusting after being in a regular school system for ten years. At first I did not
want to do an assignment involving my workplace but I am finding it to be quite useful. I started
working on the assignment roughly two weeks before the due date. After carefully reading the
question, I then interviewed my boss and coworkers. This helped me in ascertaining vital
information on the company as well as the models and strategies used presently. I then browsed
the companys website and Facebook page for any other information that deemed important to
this study.
The section on the workplace environment was the first to be done. There was so much to
write but it had to be condensed. The research for the models and strategies that best suited the
environment took careful consideration and understanding, ensuring that I referred to the
requirements and the rubric along the way. At any one time there were no less than twenty tabs
open on my computer as a result of the extensive research that was undertaken. Along the way
many lessons were learned as there is always some new aspect to something that I might have
already been exposed to. The research took me into late hours of the night sometimes going to
sleep with all the documents still open on the computer. It was easy to gather information on the
ADDIE model, goal-based learning and problem based however guided-discovery was a bit
more challenging to find proper sources.
The strategies used were ascertained from the interviews done and from my own
observation. It was then that I went on a search to find the general explanation of each strategy
and ensure that the explanations matched with the processes that take place in the company.

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11

After doing this assignment it was seen that many teachers prefer the direct approach to teaching.
By observation I noted that some students also seemed to prefer this method as they are in
constant dialogue with the tutor. Overall this was a good experience and it has helped me in
educating my boss and coworkers on strategies that can be implemented to improve our service.

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12

References
Allen, W. C. (2006). Overview and evolution of the ADDIE training system. Advances in
Developing Human Resources, 8(4), 430-441.
Grant, M. (2010, February 10). Comparing Instructional Design Models. Retrieved March 20,
2015, from http://www.slideshare.net/msquareg/comparing-instructional-design-models
Instructional Design Central. (2012). Instructional Design Models and Methods. Retrieved
March 18, 2015, from
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and
development. Englewood Cliffs, N. J.: Prentice-Hall.
Pepper pot. (2015). In The Merriam-Webster Dictionary. Retrieved from http://www.merriamwebster.com
Reigeluth, C. & Carr-Chellman, A. (2009). Instructional Design: Theories and Models
Vol. III Building a Common Knowledge Base. New York, NY: Routeledge.
Ryder, M. (2002). Instructional Design Models.
carbon.cudenver.edu/mryder/itc_data/idmodels.html
Savery, J.R. (2006). Overview of problem-based learning: Definitions and distinctions.
Interdisciplinary Journal of Problem-Based Learning. Vol. 1, Issue 1, Article 3.
Retrieved March 17, 2015 from http://docs.lib.purdue.edu

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Schank, R . (1992). Goal-Based Scenarios, Technical Report Retrieved March 19, 2015 from
http://cogprints.org/624/1/V11ANSEK.html
Schmeck, R. R. E. (1988). Learning strategies and learning styles. Plenum Press.
Smith, Mark K. (1999) 'Building theory', the encyclopedia of informal education. Retrieved
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Wilson, B., Teslow, J., & Osman-Jouchoux, R. (1995). The impact of constructivism (and
postmodernism) on ID fundamentals. Instructional design fundamentals: A review and
reconsideration, 137-157.
Wurdinger, S. D., & Carlson, J. A. (2009). Teaching for experiential learning: Five approaches
that work. R&L Education.