RSA # 4

RSA # 4- DID Model for Instruction

Michelle Anderson
Concordia University

October, 2014

In accordance with our class readings and information about the Instructional Design Model the Tennyson (2010) article supports transforming traditional instruction with a more problem-solving approach. The (DID) model envisions the entire lesson from start to finish giving prescribed steps how students will achieve daily goals Lever, Duffy & McDonald (2011). The (ISD) model represents a lesson model that can adapt as the performance needs update themselves. This model takes in to account the fact that the facilitator is an expert in the field and can change the learning environment to fit the needs of the students.

In a third grade classroom I can see the benefits of both models. The (DID) model gives students structure and a finished product to view as the goal to reach by the end of the unit. The (DID) model lays out performance descriptors that should not be altered as the unit progresses.  This model sets up the instructional strategies to use and allows the teacher a solid framework to work from as the unit continues. The contrary model sets up instructional strategies with flexibility to alter, as needed according the population of students at hand.

       The (DID) model over other popular models includes an aspect that is crucial in the success of the lesson and that is it includes Bloom’s Taxonomy when planning instruction. Students at a third grade level are ready for more rigorous instruction. Lessons should challenge them to analyze and foster deep understanding of a subject matter. Keeping Bloom’s Taxonomy in mind when planning assures objectives are clear and that the learning strategies meet the level of learning the teacher has chose. The model also ensures valuable feedback to the students at the end of the lesson. Students should receive feedback as well as create their own assessment of the lesson and their level of learning.

Lever, Duffy & McDonald. (2011) The Teaching and Learning with Technology (4th   Edition). Boston: Pearson Education, Inc.

Ryder. M. Instructional Design Models and Methods. Retrieved from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

Tennyson. R. (2010). A problem-solving  approach to management of instructional systems design.  Department of Educational Psychology Minneapolis. 30, 3-12.