Instructional Design Models

As a middles school teacher I find myself using a variety of instructional processes, design models and learning theories. The social studies curriculum we use at my school is based on Wiggins and McTighe (2001) method of Backward Design. This method suggest instructors plan their lessons and units backwards. Backwards design begins with identifying the learning outcomes for a lesson or a unit. Next an instructor must decide what evidence will allow the learner to demonstrate the learning outcome. Finally the instructor designs the learning experiences needed to achieve the learner outcomes. As I was reading the text I thought the Backwards Design method seemed similar to the ADDIE model and the Dick and Carey model. In my experience backwards design allows the instructor to maximize instruction by first identifying what students should know at the end of the lesson as well as how they will demonstrate the learning. By answering these questions teachers are free to design activities that will best help their students achieve the learning objective. I also believe this model helps learners by clearly establishing an objective for all lessons, units or courses. Another advantage of Backwards design is it can be used in both behaviorist and constructivist learning environments. Once a teacher identifies the learning outcomes they can design lessons to help students achieve these outcomes. 


Another design method I have used is Roger Taylor's Analyzing Human Activities or AHA model. This model uses the most recent brain research, multiple intelligence and constructivist principals to design units that promote higher order thinking skills and a high level of understanding of any subject at any level of education. While Taylor's method is very interesting it is very labor intensive and often times it can be very confusing. 




A quick search of Instructional Design Models revealed there are many different design models with new models being developed or refined each day. One new model I am particularly interested in is challenge based learning. This model is very student centered. Challenge Based Learning or CBL was developed by Apple computers and educators who wanted to find a way to better engage students.  CBL allows students to identify a problem in their community, then students create research questions to guide their investigation of the problem. Students gather the research and process the research then they come up with a solution to the problem based on the research. Finally the students create a piece of digital media to present their findings and solutions to the community. While CBL is very similar problem based and project based learning but it is different in the way it uses technology and allows students to present their ideas to their community and the world. In CBL the instructors role is the guide on the side they help students stay on track by completing timelines for the work. Similar to backwards design the teacher identifies learning outcomes in the beginning. The learning outcomes should be based on standards or objectives related to the essential questions of the subject. As a teacher who often has the privilege to work with disengaged students I hope to use CBL in the near future. I think the CBL model has the potential to drastically change education.

References:

http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf

http://www.rogertaylor.com

http://www.challengebasedlearning.org/pages/welcome