Instructional
Design Models
How
do they compare?
When
we discuss instructional design models, we are referring to setting up
curriculum that best serves our students. As there are many types of students
with varied learning styles, as well as schools with varied demographics, and
teachers with preferred paradigms, it behooves us to compare elements of instructional design to evaluate and plan curriculum in our own lesson plans.
Gagne’s
Nine Events is a design model for teaching and
learning that aligns with constructionist and bilingual education
pedagogy, my focus framework for teaching English language learners. Where Gagne’s Nine Events includes the following
nine elements, the chart below provides a three way comparison of those
elements with constructionist and bilingual education pedagogy:
Gagne’s Nine Events
|
Constructivism
|
Bilingual Education
|
Attention
|
Leading questions, presenting
a problem or dilemma
|
Simple, creative questions
of familiar content with support of L1
|
Objective
|
Student-centered with practical
use
|
Comprehensible goal
|
Prior Knowledge
|
Surveys of individuals and
small groups; small group discussion to assess prior knowledge
|
Ask questions in L1;
incorporate elements of L1 language and culture in questions
|
New content
|
Identify attributes;
provide examples with compare and contrast exercises; provide familiar
examples
|
Scaffold concepts slowly
with simple language in L2; affirm that students understand before
transitioning to new concepts
|
Guidance
|
Foster concept discrimination;
use concept maps to teach; use worked examples
|
Present concepts in order
of simple to complex; check for understanding
|
Performance
|
Students create anchor
charts; concepts practiced in participatory tasks
|
Students use authentic
conversations with scripts, write personal stories, create original posters
with images and words of content knowledge using L1 when necessary
|
Feedback
|
Peer editing; IEP’s to
promote student directed themes for future study; consistent one-on-one
conferencing
|
Translation of concepts
not clear to the student; support of L1 as student’s work is critiqued
|
Assessment
|
Project based formative
assessments; include students’ research findings
|
Use of L1 in formative
portfolio; assess in role-play for oral proficiency; autobiographies, short questionnaires,
authentic writing tasks
|
Retention and transfer
|
Technology: Facebook page, texting, emails, reviews in
alternate modalities; have students create PowerPoint and podcast
presentations
|
Provide student additional
practice lessons for repeat language applications; Technology using
interactive language programs, Facebook, texting, emails, Voki, podcasts
|
Each
of these three instructional design frameworks provides a similar student-centered
perspective. What the teacher might find
most challenging following any framework is the fluidity by which lessons and
assessments are presented. We as instructors know we must include motivation, essential
questions, and presentation of content, appropriate practice lessons, feedback,
and application for retention of the content learned. The way in which we serve
our students with those elements are contingent upon our program’s required documentation,
(Best Literacy Exam given every 60 hours of attendance, for example), and the
demographics of our students: Which
students are English language learners? Which students struggle with reading
and/or math? Which students may be developmentally delayed due to disruptive
home lives? A framework provides the ideal format for including necessary
elements of a successful teaching and learning experience.
How
does the use of technology expand our lessons?
Objectives
can include the use of cell phones, the internet, and radio and television,
providing the instructor a choice of a flipped or traditional classroom
activity. Prior knowledge can be accessed with use of the internet: (students
can research their home countries or ancestors’ home countries and talk to
their families). Content can be
presented in numerous interactive online programs that promote language
learning as well as content knowledge acquisition. Guidance can be offered in
the form of emails, and google docs, and wikis for collaborative discussion.
Performance opportunities are expanded with students creating Voki, PowerPoint,
videos, podcasts, blogs, and protected Facebook pages. Feedback and assessment can
be prefaced with discussion and explanation of the value of the assessment, with
word document comments, return emails, and posted rubrics on Blackboard.
Retention
transfer can be in the form of project-based tasks where students use the
content knowledge to share with other students:
creating their own Facebook page, or webpage, or class online newspaper. By using the content in a sharing
collaborative, students remain engaged and able to retain new information in authentic communication.
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