Measures of Dispersion and Variability: Range, QD, AD and SD
Dick & Carey Instructional Design Model
1. Dick & Carey
Systems Approach Model
for Designing Instruction
Design Group 6:
Amanda Duvall, Katie Turner,
Martina Henke, Missy Corbat
EDAE A637:
Design of E-Learning
February 9, 2009
3. What is it?
• Based on a behaviorist perspective and inter-
related systems approach to learning
• The goal is to improve instruction by improving
the instructor
• Can be thought of as 10 components that are part
of 6 main phases.
7. Assess Needs to Identify Goal(s)
• Decide what students will be able to do when they leave the
course
• This goal can be derived from
– needs assessment
– a list of smaller goals
– practical experience with learning
– analysis of job performance
– new requirements imposed on workers
8. Learning Real World Math
What would the instructional goal be if you wanted your students
to help determine the area of the classroom?
a) students will measure the room
b) students will share a ruler
c) student will use real world problem solving
to apply measurement and area
d) students will teach others about area and
measuring
10. Conduct Instructional Analysis
• Identify what is required for a
student to achieve the instructional
goals
• What step by step skills do
students need to achieve
instructional goal?
• What is the least amount people
must be able to do to be able to
learn what is in the class?
11. What are some entry
behaviors students will
need?
Please write your ideas on the next screen...
13. Analyze Learners and Contexts
• Simultaneously analyze
– the instructional goals of the learners
– the contexts in which they will learn the skills
– where they will use the knowledge
• Look for
– learners’ current skills
– current preferences
– current attitudes
– determine instructional setting
17. Write Performance Objectives
• Based on the instructional analysis and the entry behaviors of learners
• Describe what learners will be able to do
• There are 3 components:
• Describe the skill or behavior
• Describe the conditions that prevail while carrying out task
• Describe the criteria used to evaluate performance
• Each will have subordinate skills that should be identified
18. Performance Objectives: Example
• Terminal Objective:
Given the appropriate tools, students will measure the area
of a room to determine the amount of carpet necessary to
cover the floor from wall to wall.
• Subordinate objectives: (Skill or behavior from instructional analysis)
• Accurately measure perimeter of the room
• Diagram the floor plan proportionately from measurements
• Calculate the area using appropriate geometric formulas
19. Performance Objectives (cont.)
Conditions that prevail while carrying out task
•
students will use a measuring tape
•
students will translate measurements to a drawing
•
students will use equations for determining area based on the shape of the room
Criteria used to evaluate performance
•
linear measurements are accurate to within 2quot;
•
angles are accurately accounted for in the drawing
•
calculations have been made using the appropriate formulas
•
area calculated is within 1 square foot of the actual room size
21. Develop Assessment Instruments
Instruments are based on the objectives and measure
students’ ability to perform what is described in
the objectives:
• emphasis: relating the kind of behavior described
to what the assessment requires
Example:
• Student performance rubric for measuring the
area of a room
• Given any variety of room dimensions and
configurations, students calculate area
24. Instructional Strategy
• Plan for presenting the instruction to the learner to
achieve terminal objective
• Based on analysis of what is to be taught
(previous 5 steps)
• Decide best method for delivering the instruction
• Teacher Led, Group Led, Student Paced
• Analysis of learner and skills
27. Preparation of Instructional Materials
• Design and selection of materials
appropriate for learning activity.
• Teaching guides, transparencies,
tests, computer applications,
student modules, supplemental
video, web pages.
• Decision based on the availability of
existing materials and the learner.
30. Formative Evaluation
• Goal is to collect data to identify how to
improve instruction
• one-to-one evaluation
• small-group evaluation
• field evaluation
• Not assessment of the learner, but of the
instruction
31. Formative Evaluation
The methods mentioned can be difficult to apply in day to
day instructional settings. They were designed for a broader
view.
What might be some ways an instructor can gather the formative
data s/he needs to evaluate his or her instruction?
33. Revise Instruction
• Data from formative evaluation is analyzed to:
• identify difficulties learners had in achieving
objectives
• relate these difficulties to specific deficiencies in
instruction
• re-examine validity of instructional analysis and
assumptions about learner characteristics
35. Summative Evaluation
• Culminating evaluation of the effectiveness of
instruction
• generally outside the design process
• evaluates absolute value or worth of the instruction
after it mets the standards of the designer
• usually an independent evaluator
37. Sources
• http://edutechwiki.unige.ch/en/Systematic_Design_of_Instruction
• http://www.umich.edu/~ed626/Dick_Carey/dc.html
• http://www.gse.pku.edu.cn/jxsj/materials2/Dick%20&%20Carey.htm
• Dick, Walter O. ,Carey, Lou, and Carey, Jamoes O. The Systematic Design of Instruction. Boston:Allyn &
Bacon, 2004.
• uhaweb.hartford.edu/ACOX/edt666_assignments/assignments/ISD_Model_project_Dick_Carey_final.doc
