If the teacher believes that something there is missing, then he or she will have to make some of the pre-requisite knowledge part of the objective to be achieved (Scott, 2001). Prioritizing and sequencing the information now becomes the important task for the teacher ("Techniques of Analysis," 2000). In order to process the information, students need it to be presented in a logical manner which includes ranking what is most vital to least vital. Although the teacher may not specifically state this to the students, the teacher should be aware of which tasks the students must master completely vs. other tasks that are secondary. Sequencing also plays an important part in a student's acquisition of information. If looked at from a Constructivist point-of-view, the students need to build their knowledge upon existing knowledge. Some of the existing knowledge they may already possess due to prior learning; however, in order to really master a new skill, the sequence of the new information needs...
The wise teacher will assess in both formal and informal ways as the students move through the tasks to be accomplished. The assessment should tell the teacher if the tasks are broken into logical and well sequenced information and are meeting the learning objectives. As during all learning, how the student is learning should be watched closely by the teacher. The job of the teacher is to ensure that all students are learning to their potential and are increasing their capacity for learning.
Much like the Knirk and Gustafson design model, Kemp's model is also small scale and can be used for individual lessons. In comparing Gange's Nine Steps of Instruction and Kemp's Design Model, several topics are included in both. Obviously both identify goals and objectives and making this information known to the student. Designing and delivering instructional experiences with specifically selected resources that will allow learners to master the objectives. The
Instructional Design offers teachers a number of advantages and disadvantages. Instructional design can provide a framework and allow the coordination of assessment, objectives and teaching. However, instructional design can be limited by weak learning objectives, and potentially supersede real concerns over learning. Despite these disadvantages, instructional design is a valuable teaching tool. Instructional design can be defined as "is the analysis of learning needs and systematic development of instruction. Instructional design
This creates a problem in terms of homework exercises: students without a computer at home could hardly be expected to complete computer assignments outside of the classroom. This widens the digital divide, as students with computers at home have a large advantage in terms of learning and concomitant future opportunities. Solutions for the Digital Divide The digital divide is a significant problem not only in education, but also in terms of
Instructional Design and Needs Assessment Instruction design could be defined as an activity which is purposeful in behavior in which reflection on decisions to be taken in design plays a significant role. (Shambaugh, 2000) There are various models of instructional designs which are used in education of which a popular method is ADDIE model. The ADDIE model is a simple model used for design of instructions and can be widely used
Instructional Design A recent study determined that "educational design research integrates design and research into a socially responsible approach to inquiry related to learning and teaching" (Oh, Reeves, 2010, p. 263). The Oh and Reeves study is just one example of why I include research-based design in my practice. Oftentimes, it behooves me to discover a variety of techniques available to address certain situations, and without research, I would have no
instructional design models, including elements defining ways traditional methods encourage learner involvement. References required. A peer reviewed journal article, textbooks, and current journal articles credible websites. Discuss the various instructional design models, including elements defining ways in which traditional methods encourage learner involvement. The foundational instructional design model is called the 'ADDIE' model: analysis, design, development, implementation, and evaluation. During the analysis (planning) phase, the designer identifies the "learning problem, the
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