2/8/2018 Dick and Carey Instructional Model - Educational Technology

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Dick and Carey Instructional Model

by Ed Forest

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Instructional models can vary widely. While some may focus on how to make the lesson
plans and others focus on the delivery of the content itself, the Dick and Carey instructional
design model (also known as the Systems Approach Model) is one of the former. Despite the
seemingly complicated diagrams that pop up when searching for an image (see below), the
steps are often only connected as far as what they do to help you figure out what to teach
and how to teach it. All ten steps are connected, and some influence others indirectly while
they may influence others directly.

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2/8/2018 Dick and Carey Instructional Model - Educational Technology

Dick and Carey Model

See also:

ADDIE Model
ASSURE
Instructional Design Models and Theories

Stage 1. Instructional Goals

The first step is to figure out the instructional goals. This means that you are able to, or will
be able to, identify what it is the students need to learn. For example, if you were teaching a
course on American history, you probably wouldn’t teach a lesson on Guy Fawkes and his
gunpowder plot from 1605. However, if you were teaching a class on English history, there
would indeed have to be a lesson on the gunpowder plot. It all depends on what kind of
material your overarching theme is covering.

Stage 2. Instructional Analysis

Instructional analysis is the second step. This means you are determining the skills that your
students will need to learn what you plan to teach them. Returning to the Guy Fawkes
situation, some may need to have a love of history instilled in them before they are willing to
sit down and listen to the lesson. Others may simply need to be able to work on the lesson
material at their own pace. Will they need to know some background about the story? Or will
you be teaching an introduction to the gunpowder plot and therefore giving that introductory
lesson? Note that if you are teaching on the gunpowder plot, you have to take into account
what they may or may not have already learned.

Stage 3. Entry Behaviors and Learner Characteristics

Next you have to assess which skills the students have out of those that you previously
determined are needed for this lesson. For the Guy Fawkes example, if you determine that
they should be able to remember the date he was caught – November 5, 1605 – and
someone is not good with remembering dates, you may have to help them with it. Are they
able to sit still long enough? Or do they have trouble talking? These skills will be crucial to
the lesson’s success with each student.

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2/8/2018 Dick and Carey Instructional Model - Educational Technology

Stage 4. Performance Objectives

Next, you must figure out specific goals and objectives for the lesson. This is the equivalent
of the SWBAT – or Student Will Be Able To – that many American classrooms must have as
of this writing. These objectives must be detailed – such as “the student will be able to
identify the gunpowder plot’s purpose”. Details will help you make sure you are teaching your
students what matters most from the lesson, such as the gunpowder plot was meant to blow
up Parliament.

Notice that you have not gotten to actually teaching, and these are the first four steps.
Teaching begins at step eight, but this only gives a general outline for a suggestion on how to
make the teaching effective.

Stage 5. Criterion-Referenced Test Items

The fifth thing you must do is to create a test (consistent with the performance objectives)
that will reflect what you’re hoping to teach the students. Referring back to notes you have
made will help you figure out what to test. These are meant to help the students understand
what they have or have not mastered yet, and are a checkpoint for the parents or
administrators. For example, again referring to a lesson on Guy Fawkes, you could ask
questions about his part in the plot, how he was caught, who was involved, and maybe what
the plot was meant to do. If you had watched videos and had them take notes, the
information you hoped they’d gather from the videos could also be on the test.

Stage 6. Instructional Strategy

Sixth, you begin to outline your lesson plan. This means that you will be able to demonstrate
what you want them to learn, add activities, and decide how each segment will be done. If
you want to have group activities, now is the time to decide when and what materials will be
covered by the activity. Referring back to Guy Fawkes, a group activity could mean each
group tries to use what they know to create a presentation for the class as a pre-test activity.

Stage 7. Instructional Materials

Seventh, you make sure you have what you need ready for the lesson. If you have
something you already know will work, use it. This could mean bringing in a barrel like the
ones used in Guy Fawkes’ plot, or bringing in a scale model of the Parliament building that

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2/8/2018 Dick and Carey Instructional Model - Educational Technology

would have been blown up. A map of London at the time is also good. However, it doesn’t
extend to only objects for the lesson. If you’re giving a test, make sure you have all the tests
printed and ready to go.

Stage 8. Formative Evaluation

Next, you would have to evaluate how the lesson went. Were there some students who
weren’t too thrilled with the group work? Did your groups not work well? Did some students
sit back while others did all the work, expecting to ride along for a good grade? You could
use this time to go for a field trip or to work in smaller groups. You could even do one on one
if you have a small enough group.

Stage 9. Summative Evaluation

Ninth, you revise. If all you do is teach a class on the gunpowder plot, you have a good
opportunity to revise the class. There will always be a grumbler or two, but if it works out well
a majority of the time, it’d be worth keeping. If there’s one activity that no class has ever
liked, it would be worth cutting it out and replacing it with something else. This step is all
about making sure that when you restart the teaching process, it’ll work out.

Finally, you simply look back at your entire experience using the model. Did it work out for
you? Did you create a better lesson plan than you had before? Or did it work against you?
Did you find yourself spending too much time on one area?

Before completely beating yourself up over not spending time on one area, if you already
know the answer for one area, it makes your job easier. It means you can more easily do the
rest of the process – which simply shows how they are all connected, whether directly or
indirectly. That right there is part of why it is considered a good model of learning.

Filed Under: Frameworks & Theories

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