What is your personal assessment of the ISD model? Describe the strengths and weaknesses of this model? What activities of this model have you used in your experience as an instructor?
Personally, I think the Instructional System Design model is a fairly efficient way to plan and produce effective instructional materials. When I first started EDUC 602, I had never heard of the acronym ADDIE. Now through the various readings of the class, I have a much better understanding of ISD or ID. I think the S or system is important in there because it clarifies that there are a set number of steps to follow in it. I like the organization of that. Once I read that Debora Adler compared it to writing lesson plans, except that the lesson plans were less detailed and elaborate, then I was able to tie it to past experiences that I have had, which helped my understanding of it.
One of the strengths that I perceive of ISD is that it gives the visual (or illustration) to help understand the theory. Several of the examples from the lesson that I clicked on, I would not have been able to understand, had it not been for the illustration. If it was just written in a list form, I would have had a much harder time understanding it.
The ideas that it is learner centered, goal oriented, and focuses on meaningful performance would also be considered as a plus for me. These were all ideas that I try to make sure that I model for my student intern so that she can make sure to remember them in her lessons as well.
The one weakness that I could possibly see is that it is a team approach. This isn't always a weakness, depending on the team that is working on it. However, I have worked on some teams that would never have designed effective instruction. Each member not giving the same level of effort is also another weakness.
I am sure that at one time or another I have used every aspect of the ISD model. Unfortunately, I do not think that I have used it systematically every time I have written a lesson plan. I know at the beginning of the school year I do several needs assessments on my students to find out where they are in various subjects. After that, I think I assume that I know where they are in their needs, when I should probably evaluate them and make sure.
I also know that when I teach various concepts, I often start with a K-W-L chart, which I believe is a content analysis. Once I find out what the students know about a concept, then I can figure out what I still need to teach them, and where else they can go with that information. I try not to do the chart every time we start a new concept though, because I don't want the students to become bored with it.
Task analysis is something that I believe many teachers of the younger grades are good at. It is so very important to break down important or complex tasks into several smaller ones.
The analysis that I have the least "FORMAL" experience with is the contextual analysis. Although often in the planning stage I might think of something that I have to set up in the room or sign up for a different room that has a certain piece of equipment, I do not stop and think separately about it. I think as an elementary teacher that this analysis happens most often in conjunction with another analysis.
The design phase definitely happens all the time with me. There isn't a lesson taught in my room that I don't know what standards or objectives are being taught. Instructional strategies and methods are also second nature, as there are many different ways to teach the objectives or standards. I find the best way is to change it up, so that the kids don't get bored.
Formative evaluations happen often in my classroom, not so much in the development aspect of the lesson, but in the improvement of the lesson. If the students know something or don't understand something, that is the time to modify and adjust, not three weeks later when the unit is complete. When the unit is complete, I often do use a summative evaluation to determine how well the students master the standards.
All of these parts of an ISD lesson is what I am trying to help my intern see. I do think it makes for good effective lessons, and she will get the hang of it soon.
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3 comments:
Hey, don't worry. Some of us who's job it is to design instruction sometimes don't use all of the ISD steps, as you may have noticed in some of the variations of the model that Dr. Sugar posted in the lesson.
As far as working in teams goes, in the corporate world, often I have to work in teams where I am the only learning professional. They team will be a hodge-podge of management, project managers, subject matter experts and the like. Sometiems they "get" what we're doing, and sometimes they don't. But you figure out a way to work through it.
You bring up several points I have not seen yet in discussion. First, that at times different parts of the process are used more than others and that in a team different members use the ISD to different degrees. I agree with you--it is a weakness--more of the individuals than ISD. And with it being human nature--it is something hard to overcome.
I am a visual learner. When I am able to see the process in a diagram or flowchart format I am able to understand the model better. I know that sometimes working with teams can be challenging because everyone is different and they bring with them individual strengths. When I have my students work in groups it is interesting to see the different personalities that emerge.
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