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Instructional Design Model Comparison Paper


Helping children learn the most that they can, in the best way that they can, with the

highest possibility of retaining the information for future learning should be the goals of any

educator. Instructional design encompasses the examining of theses teaching practices, what

works and what doesnt, and it also determines techniques for teaching that offer the best chance

of long-term learning. There are many approaches available, but for the purpose of this

examination, the three ID models to be examined will be Cognitivism, Prescriptivism, and

Constructivism.
One specific focus of Cognitivism is on how students learn in regards to retention. In one

aspect, it might focus on how the brain retains, stores, and reuses learned information. In fact,

cognitivism focuses on the inner mental activities necessary for understanding how people

learn. Mental processes such as thinking, memory, knowing, and problem-solving (Learning-

Theories.com, 2016). One example of a cognitive approach is the use of advance organizers.

These learning tools vary in style and in use. It is important to note that no matter what device is

used, advance organizers can have a profound effect on students success during a lesson,

especially when that lesson requires them to receive, store, and recall new information (East

Carolina University, 2014). The beauty of using such devices is the fact that they help students

make meaning of the learning, through preparation, practice, and reinforcement. These advance

organizers prepare the learner for the material they are about to learn. They are not simply

outlines of the material, but are material that will enable the student to make sense out of the

lesson (Mergel, 1998). Some advance organizers pull from students previous knowledge,

others organize the new learning in a visual way, while some combine various strategies to

improve learning and retention. These theories have been around for quite some time, but they
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continue to progress as more research develops on how cognition occurs and how it can best be

encouraged in the learning environment.


The Prescriptive ID Model focuses less on how the learner takes-in the information and

more specifically focuses on the teacher-role in the learning experience. There is a specific focus

on planning, in other words prescriptive learning theories are concerned with guidelines that

describe what to do in order to achieve specific outcomes (Ullrich, 2008). Educators focus

specifically on the methods of teaching that are most beneficial for the individual learners.

Gagne is one of the well-known researchers in this field and, Gagne identifies five major

categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills

and attitudes. Different internal and external conditions are necessary for each type of learning

(Culatta, 2015). In planning ones lessons, units, and learning environment, it is important to

know that there is not one single avenue for learning, but that the whole student is being

educated and needs to be challenged. One method for accomplishing this is through Gagnes

Nine Events of Instruction: 1. Gain attention 2. Inform learners of objectives 3. Stimulate recall

of prior learning 4. Present the content 5. Provide learning guidance 6. Elicit performance

(practice) 7. Provide feedback 8. Assess performance 9. Enhance retention and transfer to the

job (University of Florida, 2016). Gagnes prescriptive approach is one of many approaches, but

like the others, the focus of the approach is on the detailed planning and preparation for student

success.
The Constructivist ID Model is based on how students construct meaning in their own

learning environment. In this approach, the learning is an active process in which learners

construct new ideas or concepts based upon their current/past knowledge. The learner selects and

transforms information, constructs hypotheses, and makes decisions, relying on a cognitive

structure to do so (Culatta, 2015). This Constructivist trend has been gaining more and more
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momentum, especially in the last few years. Teachers have found that greater student learning

occurs when students interact with the world by exploring and manipulating objects, wrestling

with questions and controversies, or performing experiments. As a result, students may be more

likely to remember concepts and knowledge discovered on their own (Learning-Theories.com,

2016). Constructivist learning focuses on presenting the students with problems, and helping

them learn as they wrestle towards the solution. The great aspect of discovery learning is that

there isnt always just one way to reach the answer. Discovery learning focuses on the process of

reaching the solution. As explained, discovery learning can occur whenever the student is not

provided with an exact answer but rather the materials in order to find the answer themselves

(Wikipedia, 2016). The students ultimately learn more from finding the solution through their

own examination rather than when they are told what is right or wrong. The learning becomes

more meaningful and long-lasting as they have had to construct their own connections in the

learning rather than being passive learners and merely accepting the information.
In my quest to grow as an exemplary teacher, I have used a variety of planning, teaching

techniques, and learning devices. If I have learned one thing, it is that we are never done

learning. What works one year, may not work the next year; what works in one class, may not

work in the next class; what works with one student, may not work with another student. In order

to provide the most effective learning environment, one must be flexible, creative, and patient.

My ideal instructional design model would be a combination of the three: using knowledge of

what you have learned through observing your students and seeing how they best learn

(prescriptive model); create learning opportunities that are built upon students prior knowledge

(cognitive model); require that this learning experience demonstrate an active approach to the

learning, where students create a final product demonstrating their learning (constructive model).

I have used the cognitive approach via advanced organizers. A successful example from this past
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year was a graphic organizer I created for a weekly analysis of our Ted Talks for the Ted

Talk Unit. Students used the organizer for recording information while viewing the Ted Talk

example speeches. The organizers helped guide them in what to look for in the viewing while

also giving them choice on what stood out as important to them. In designing the unit, I used a

prescriptive approach very similar to Gagnes, involving periodic assessment of student progress

and individual guidance. My favorite aspect, however, is that of discovery learning where

students were allowed to research a topic of their own choosing, with the purpose of teaching the

audience about something they were passionate about. The best part of this unit is that it

integrated parts of all three of the models, and because of the many aspects addressed, the

students were able to be proud of their final product, and additionally, were able to teach their

peers.
There is great value in using an instructional design model for planning and instruction.

In fourteen years of experience, I have learned the importance of knowing fewer things really

well instead of knowing just a little bit about a lot of things. I have really tried to embrace this in

my instructional design in references to going deeper into the learning and depth of knowledge

rather than covering so much, so quickly, that the learning fades just as fast. This year, I tried this

technique with Julius Caesar, and instead of reading the play from start to finish, we focused on

analyzing five of the main speeches much more in-depth than we could have if we were trying to

cover every line of the play and its plot development. I found that the students learned through

repetition, became confident in using difficult terminology, and were able to demonstrate how

and why they analyzed the speech as they did. The three models build on each other and work

best when combined within a given unit.


The ideal role in designing lessons is to not work alone. There are always going to be

new ideas, new trends, and new instructional methods of learning. One cant be afraid to try new
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things, but educators must also be realistic when something isnt working as well. Collaborating

with others helps because it increases the exposure to ideas, gives you similar-minded colleagues

to try new ideas with, and it provides confidants with whom you can talk through the post-

analysis with, in order to see what worked and what did not. In collaborating, the importance of

mentoring new teachers must be mentioned. Not only do new teachers often provide fresh ideas,

but it is so very beneficial that they be included in the process, so that they can benefit from the

veterans experiences as well. Last, but not least, the ideal role of designing lessons needs to

include getting feedback from students. The students, after all, are the priority. Feedback from

them is essential. Sometimes this feedback can come in the form of works samples or

assessments, but it can also come in the form of a survey. The biggest challenge to this ideal

situation is probably a lack of time. Time to plan, time to collaborate, time to review ones

findings; at the end of the day, there always seems to be a lack of time.
One of the greatest things about teaching is the collaboration. As I mentioned in the

previous paragraph, this is one of my major elements towards what I think would be an ideal

instructional design plan. When you collaborate, you share your ideas with others, glean from

their ideas, and ultimately create a learning experience that all benefit from. Last summer, I met

with colleagues to plan the deeper model. We planned units that didnt just graze the surface

and cover a lot of material. Instead, we cut the material down to the essential literary pieces, and

then we worked on ways to analyze those texts in greater detail. We planned good lead-ins,

plenty of practice, and creative ways for students to express their learning. The time logged for

this endeavor paid off ten times what I could have expected. It made the lessons exciting, the

learning student-driven, and the assessments more authentic. This summer I am already planning

to meet with a colleague to plan a frontloading unit. The technology trend, and combining online

learning into the classroom, is a growing field. A colleague of mine had the idea of creating a
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unit for the beginning of the semester where students were provided unique and creative ways to

express learning through our online learning platform. The skills they learn in this initial

frontloading unit would later be used again in various other units. I am excited to see how this

planning works, and I am even more excited to see how the students benefit. No matter what

instructional design is chosen, or even what combination of designs occurs, the biggest thing is

to keep student learning as the most important priority.

References

Clark, D. (2014). Robert Gagn's nine steps of instruction. Retrieved from

http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

Culatta, R. (2015). Conditions of learning (Robert Gagne). Retrieved from

http://www.instructionaldesign.org/theories/conditions-learning.html
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Culatta, R. (2015). Constructivist Theory (Jerome Bruner). Retrieved from

http://www.instructionaldesign.org/theories/constructivist.html

East Carolina University. (2014). Instructional Strategy Lessons for Educators Secondary

Education (ISLES-S) organizers: Advance organizers graphic organizers. Retrieved from

https://www.ecu.edu/cs-educ/TQP/upload/ISLES-S-Organizers-Declarative-Aug2014.pdf

Hendron, J. (2003). Advance & graphical organizers: Proven strategies enhanced through

technology. Retrieved from http://www.glnd.k12.va.us/resources/graphicalorganizers/

Learning-Theories.com. (2016). Cognitivism - learning theories. Retrieved from

http://www.learning-theories.com/cognitivism.html

Learning-Theories.com. (2016). Discovery learning (Bruner) - learning theories. Retrieved from

http://www.learning-theories.com/discovery-learning-bruner.html

Mergel, B. (1998). Instructional design & learning theory. Retrieved from

http://www.csudh.edu/dearhabermas/lrnthry01bk.htm

Ullrich, C. (2008). Descriptive and prescriptive learning theories. Retrieved from

http://link.springer.com/chapter/10.1007%2F978-3-540-88215-2_3

University of Florida. (2016). Gagnes 9 events of instruction. Retrieved from

http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/

Wikipedia. (2016). Discovery learning. Retrieved from

https://en.wikipedia.org/wiki/Discovery_learning

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