Original Text

Several instructional design models were proposed. The model of highest interest among teachers
and practitioners are the classroom – oriented models because they are directly related to teaching
instruction. As defined, classroom – oriented models relate themselves to how teaching or instruction
should be undertaken. There are four models under this type.

The first classroom – oriented model proposed by Gerlach and Ely (1980). Generally, the model
exhibits linear but somewhat recursive and simultaneous activities. It includes the following components
in chronological order: objective specification, content specification, assessment of entry behaviors, five
simultaneously – performed activities (determining strategy, organizing groups, allocating time, allocating
space, and selecting resources), performance evaluation which is directly related to objectives, and
analysis feedback which involves the evaluation of objectives and strategies used in a model.

The second classroom – oriented model, known as ASSURE, was suggested by Heinich, Molenda,
Russell, and Smaldino (1999). ASSURE stands for analyze learners, state objectives, select media and
materials, and utilize media and materials, require learner participation, and evaluate and revise. Analysis
of learners involves the identification of their entry characteristics (e.g., grade level and social/ cultural
background), entry competencies, and learning styles. When stating objectives, they should be outcome
– based with specific and measurable terms using ABCD format (i.e., audience, behavior, conditions, and
degree). As regards selecting media and materials, this can be done by using the existing materials using
specific criteria and procedures. After selecting materials comes their utilization. At this junction, teachers
play a very crucial role of delivering the instruction adapted to its intended learners. The next step is to
require learners to participate. The term require here is not equated to forcing learners to do what they
do not want to do; it only means that learners should be actively involved in all classroom activities. The
last step in ASSURE model is the evaluation and revision of the whole process to ensure the achievement
of intended objectives. Revision is undertaken with the discrepancies between actual and intended aims
in mind.

The third model in the list is the Newby, Stepich, Lehman, Nad Russell model (2000). It is popularly
known as PIE model which stands for planning, implementing, and evaluating. Planning involves the
collection of data about the learner, content, and setting and on how technology can facilitate the
teaching process. Implementation stage involves activities and integrating technology and other forms of
media into lessons. Finally, the evaluation stage relates itself to the assessment of the learners and data
to improve both the performance of teachers and learners. Unlike other classroom – oriented models, the
developers of the PIE model claim that it shifted the focus from a teacher – centered classroom
environment to a more learner – centered one.

The last model under the classroom – oriented models in the Morrison, Ross, and Kemp model
(2001) which focuses on curriculum planning. It is a learner – centered model that incorporates nine
essential elements to instructional development plan. These elements are listed as follows: (p.6): (1)
identification of instructional problems and specification of goals for designing instructional programs; (2)
examination of learner’s characteristics needed when making instructional decisions; (3) identification of
content and analysis of task components against the stated goals and objectives; (4) specification of
instructional objectives; (5) logical sequencing of content; (6) designing of instructional strategies to
accomplish objectives; (7) planning and developing the instruction; (8) development of evaluation tools
to assess objectives; and (9) selection of resources to support instruction and learning activities. All of the
presented models are highly encompassing as they are applicable to multiple courses and subjects not
specifically for language teaching.

Source: Gustafson, K., & Branch, R. (2002). Survey of instructional development models
th
(4 ed.). Syracuse, New York: ERIC Clearinghouse on Information and Technology
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