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1/8

Lynn Torrence

EDUC 533

June 2010

Comparing Instructional Design Models and Strategies

Instructional Design Model vs. Instructional Strategy

Quality instruction can be ensured through instructional design. nstructional design is

the de!elo"#ent o$ s"eci$ications using learning and theory% through analy&ing needs% setting

goals and $inding a #ethod $or deli!ering in$or#ation '(erger and )a#% 1**+,. E$$ecti!e

instructional design relies on instructional #odels and strategies to #eet such s"eci$ic needs.

-$ten con$used as synony#ous because both #odels and strategies $ocus on i#"ro!ed

student learning through #eaning$ul e"ectations and instruction% #odels and strategies are not

identical. /ccording to Instructional Design% an instructional #odel hel"s deter#ine the

current state and needs o$ students% set goals and create acti!ities to #eet stated goals. The #ain

di$$erence beteen instructional #odels and instructional strategies is the s"eci$ic e"erience and

acti!ities $or understanding that instructional strategies "ro!ides students% hel"ing the# acuire

noledge% intellectual sills andor ne attitudes. 4trategies are o$ten deter#ined a$ter analyses

o$ current "ractice and established "er$or#ance obecti!es. n essence% a #ethod is the action

"lan66 a guideline to organi&e and structure the "rocess% hile a strategy is the deli!ery "lan66

s"eci$ic e"eriences hich "ro!ide students ith learning and understanding. /gain% both

instructional #odels and strategies are ey co#"onents o$ uality teaching.

Instructional Design Models

-ne o$ the $irst instructional design #odels ca#e in the $or# o$ the /DDE #odel. The

/DDE #odel is a syste#atic design to guide educators through $i!e "hases7 '1, /nalysis% '2,

Design% '3, De!elo"#ent% '8, #"le#entation% and '5, E!aluation. 9e!ised and #odi$ied

nu#erous ti#es% /DDE has #utated into #any di$$erent #odels% ith the #aority still $ocusing


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Lynn Torrence

EDUC 533

June 2010

on the $i!e "hases. To #odels% /44U9E and Understanding by Design 'UbD,% are #odi$ied

$ro# the /DDE #odel and ill be co#"ared against the original.

/44U9E is also a seuential #odel% each ste" laying the $oundation $or "roceeding to the

net. /44U9E still $ocuses on understanding current student abilities% obecti!es% content and

e!aluation. The /44U9E di$$erences include reuired student in!ol!e#ent and necessary

etended re$lection.

UbD% de!elo"ed by :iggins and ;cTighe% is a three stage% bacard design #odel%

hich $ocus is still !ery si#ilar to /DDE. UbD


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Lynn Torrence

EDUC 533

June 2010

Table 1: Instructional Design Models

ADDIE ASSUE Understanding byDesign

AnalysisLearning >roble#?oals-becti!es

/udience @eeds

Eisting )noledge

Analy!e "earners/udience @eedsAde#ogra"hics% co#"etencies%

learning styles

Stage 1# DesiredesultsEstablish ?oalsEssential Questions

DesignLearning -becti!es

-!erall @ature 'loo% $eel% etc.,

State $b%ectives

Select instructionalmet&ods' media'materials

Stage 1# DesiredesultsEssential Questions

Stage (# "earning )lan

Lesson e"ectations>rior noledge

Development

Creating content

ImplementationTrainingLearning /cti!ities

;aterials Used

Utili!e media andmaterials=e*uire learnerparticipationacti!e "artici"ation to ensureengage#ent in acti!ities 'not

a necessary co#"onent o$

/DDE,

Stage (# "earning )lanEui" students

E"erienceE"lore


4/8

Lynn Torrence

EDUC 533

June 2010

Table 1: Instructional Design Models

ADDIE ASSUE Understanding byDesign

Evaluation1. Bor#ati!e2. 4u##ati!e

3. 9e!ision 'i$ needed,

Evaluate and +evise9e$lect u"on lesson%obecti!es% strategies%

#aterials% and assess#ent'neglected stage in /DDE,.

Stage ,# AssessmentEvidence=>er$or#ance Tass

'#aority,

Bor#ati!e4u##ati!eStage (# "earning )lan=9ethin9e!ise'studentteacher,

=4tudent E!aluation

Tailor "lan to needs

= re"resents di$$erence $ro# /DDE #odel

Instructional Strategies

/$ter deciding on an instructional #odel $or de!elo"ing a lesson% an instructional strategy

is intended to hel" guide the deli!ery "rocess o$ the lesson. Through the years% educators ha!e

had a ide s"ectru# o$ instructional strategy o"tions7 ranging $ro# beha!ioris# to

constructi!is# theories. Co#"ared belo are to instructional strategies% direct instruction 'D,

and "roect6based learning.

Direct instruction is a $a#iliar and co##on #odel in traditional schooling. (eing

co#"letely teacher6centered% D $ocuses on e"licit% seuential instruction co#bined ith guided

and inde"endent "ractice. D #ethods are o$ten scri"ted and easy $or a teacher to $ollo.

4tudent achie!e#ent is de#onstrated through "ro!ing #astery o$ obecti!es.

-n the other hand% "roect6based learning has a constructi!ist $eel% being a ty"e o$ inuiry

and disco!ery ty"e learning. The $ocus is taen $ro# the teacher and #utated into student6


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Lynn Torrence

EDUC 533

June 2010

centered education. 4tudent achie!e#ent results $ro# collaboration% creati!e thining% and

decision6#aing sills a""lied in real6orld situations.

The table belo details the di$$erent #ethodology o$ each instructional strategy%

co#"aring the $olloing7 co#"onents"rocess% relati!e student6centeredness% assess#ent% 21st

century in$luences% and ease o$ use 'including ad!antagesdisad!antages,.

Table ,: Instructional Strategies

)ro%ect -ased "earning Direct Instruction

Co#"onents>rocess 1. Creating ?rou"s

2. 4earching

3. 4ol!ing8. Creating

5. 4haring

1. >rogra# Design

2. -rgani&ation o$

nstruction← ntroduction

← De!elo"#ent

← ?uided >ractice

← Closure

← nde"endent >ractice

← E!aluation3. Teacher4tudent

nteractions

9elati!e 4tudent6

Centeredness

•4tudent res"onsibility and

engage#ent inA "roect creation

"roble# sol!ing

"rocess"rocedureco##unication

Teacher dri!en

'not student centered,


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Lynn Torrence

EDUC 533

June 2010

Table ,: Instructional Strategies

)ro%ect -ased "earning Direct Instruction

/ssess#ent @on6Traditional /ssess#entA

•Bocus on "er$or#ance o$content and sills

•Uses criteria related to thereal6orld

•?oal setting through

$eedbac

Bor#ati!e4u##ati!e

/ssess#entA•Bocus on #eeting obecti!es

•/d#inistered a$ter e!erylesson

21st Century n$luences Constructi!ist Theory

Collaboration6(ased

•4hi$ts aay $ro# tradition%$ocusing onA

interdisci"linary acti!itiesstudent6centered acti!ities

•9euired sills $ro# studentA "roble#6sol!ing

design

decision6#aing

•E#"hasis onA

coo"erati!e learning

Traditional Theory

•E"licit nstruction

•4euenced nstruction

•;odeling

•

?uided >ractice•nde"endent "ractice

Ease o$ Use /D/@T/?E4A

•4tudent6dri!en "lanning

•

>rocess -riented% ith clearobecti!es

•;eets !aried student needs

•Bleible

D4/D/@T/?E4A

•Ti#e consu#ing "re"aration

•Di$$erent a""roach '"ossiblyun$a#iliar $or #any students,

/D/@T/?E4A

•Teacher6dri!en "lanning 'less

ti#e consu#ing than student6dri!en,

•4cri"ted lessons 'easy to

$ollo,

•E$$ecti!e ith strugglingstudents

D4/D/@T/?E4A

•;eets li#ited student needs%

unless ability grou"ed

• @o roo# $or student

e"loration% creati!ity orcuriosity

•4cri"ted lessons 'in$leible,


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Lynn Torrence

EDUC 533

June 2010

/lthough both are considered e$$ecti!e in their res"ectable situations% "roect6based

learning and direct instruction are to signi$icantly di$$erent strategies because their theory and

i#"le#entation #ethods deri!e $ro# o""osing educational "hiloso"hies.

Conclusion

Teachers ha!e a broad list o$ instructional design #odels and strategies to choose $ro#%

based on the needs and abilities o$ students. t see#s as though #ost #odels and strategies

deri!e $ro# a s"eci$ic educational "hiloso"hy or theory co#"letely based on belie$s. (eing

$a#iliar ith a !ariety o$ a""roaches builds a re"ertoire o$ teaching trics hich can be adusted

and used to i#"ro!e student learning de"ending on indi!idual teacher and student ideals.

9EBE9E@CE4


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Lynn Torrence

EDUC 533

June 2010

(erger% C.% F )a#% 9. '1**+,. Denitions o/ Instructional Design. Uni!ersity o$;ichigan. 9etrie!ed $ro# htt"A.u#ich.eduGed+2+de$ine.ht#l.

Heinich, Molenda, Russell, & Smaldino. (1999). The ASSURE Model. UNC Asheville: North

Carolina’s Public Liberal Arts University. Instructional Media and Technologies for

Learning. Retrieved from http://www2.unca.edu/education/edtech/techcourse/ assure.htm.

nstructional Design ;odels 'n.d,. Instructional Design. 9etrie!ed $ro# htt"A .instructionaldesign.org#odelsinde.ht#l.

Learning Theories Knowledgebase. (2010). ADDIE Model at Learning-Theories.com. Retrieved

from http://www.learning-theories.com/addie-model.html

Marchand-Martella, N., R. Martella, & K. Ausdemore. (2005) An Overview of Direct

Instruction. New Horizons for Learning. Retrieved from http://www.newhorizons.org/

spneeds/inclusion/teaching/marchand martellaausdemore.htm.

Project Based Learning. (n.d). Redirection to Equivalent @ Cengage. Houghton Mifflin

Company. Retrieved from http://college.cengage.com/education/resources/res_project/

students/c2007/background.html#Four

Wiggins, G.P. & McTighe, J. (2005). Understanding by Design (2nd ed). Alexandria, VA:

Association for Supervision and Curriculum Development.
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