Below is a selective list of instructional design models for developing and implementing instructional activities. For those who may not be familiar with some of the nomenclature associated with the subject, a glossary of education terms is also provided.
Definitions for curriculum encompass a wide spectrum ranging from the notion of curriculum as “a course of study” to “all learning experiences throughout life” (Breault & Marshall, 2010). The various vantage points (e.g., educator, parent, student, policy maker, or politician), philosophies, and foci as determined by the existing relationship between schools and society, preclude arriving at a shared conceptual understanding of how to define curriculum. Subsequently, for the purpose of identifying “best practices,” curriculum will be defined through the lens of educational standards. Succinctly stated, curriculum is defined as a course of study and the attendant experiences associated with pursuing a given course of study that is designed to achieve normative benchmarks and/or education standards.
The coordination of activities designed to engage students in the acquisition of knowledge and/or skills related to a particular subject or an aspect of a subject. The design of curriculum is informed by the educational objectives based on the needs and interests of the learner, social factors (life outside of school), and recommendations or standards developed by content specialists. Categories of curriculum design include subject oriented, learner centric, and problem centered.
Succinctly stated, differentiated instruction is the individualization of instruction within the general education classroom. To accommodate variable abilities, communication skills, interests, emotional and social maturity, culture, and learning styles within a classroom, proponents of differentiated instruction have identified three components to be modified when exploring different options for learning : (1) content or what is learned, (2) process or how it is learned, (3) product or demonstration of what is learned.
Predicated on the need to manage responses to instruction as circumscribed by the curriculum, instructional design refers to the process or processes for controlling the learning environment. Analyzing learning needs, systematically developing learning materials, and oftentimes incorporating the use of technology and multimedia as tools to enhance instruction are the defining characteristics of instructional design.
http://wwild.coe.uga.edu/pptgames/resources/blooms_taxonomy.pdf
http://www.wcu.edu/WebFiles/PDFs/facultycenter_SignificantLearning.pdf
Learning theories identify conceptual frameworks delineating the processes associated with knowledge and skills acquisition, otherwise referred to as learning. Generally, learning theories can be classified into one of three categories: behaviorism, cognitivism, and constructivism.
Behaviorism—focuses on the acquisition of new behavior by means of conditioning. A highly structured model of learning, objectives and outcomes are clearly identified. Step-by-step conditioning programs are developed and implemented to achieve the desired behavior with rewards used to motivate the learner. Essentially a passive participant, the learner by-and-large responds to environmental stimuli as a means of learning. There are two types of conditioning: (1) classical conditioning whereby behavior is the result of a reflexive or involuntary response, and (2) operant conditioning whereby behavior is the result of positive or negative reinforcement.
Cognitivism—focuses on the acquisition of knowledge, mental structures, and processing information. Learning occurs when decision making, problem solving, and reasoning skills are applied. Prior knowledge and experience are essential to the comprehension of new information and it is therefore important to build prerequisite knowledge. Differences in learning styles are addressed to facilitate learning. Cognitive theory has many different branches that include cognitive information processing theories (brain function and memory), schema theory (knowledge structures), cognitive developmental theories (relationship between cognitive processes and age), and triarchic theory of intelligence (adaptability to change throughout life).
Constructivism—focuses on the construction of knowledge. Learning is an active process in which new ideas and concepts are pieced together from and/or based on prior knowledge and experience. Meaningful learning occurs when learners are actively engaged in solving real and authentic problems. There are many conceptual emphases associated with constructivism as reflected in the following applications: inquiry-based learning, transformational learning, experiential learning, discovery learning, problem-based learning, cooperative learning, and situated learning.
In general, pedagogy refers to the intentional decisions that reflect an ideal from which individuals perceive, plan, and implement strategies for learning.
Representing two different orientations to teaching, the difference between pedagogy and andragogy is related to the age and developmental stage of the learners. Pedagogy refers to the selection of educational methods for children and adolescents whereas andragogy refers to the selections of methods designed to assist adults navigate the learning process.
Often used interchangeably, in general the distinction between teaching and instruction is discernible based on the point of reference or focal point from which learning strategies are developed. When contemplating how to promote learning, teaching tends to focus on the thinking and actions of the teacher whereas instruction focuses on the conditions of learning as well as the characteristics of learners.
The above definitions and descriptions are based on information derived from:
Breault, Donna Adair, and J. Dan Marshall. (2010). Curriculum, Definitions Of. Encyclopedia of Curriculum Studies. Retrieved November 30, 2010
ADDIE
https://www.learning-theories.com/addie-model.html
Systematic instructional design model with five components:
ASSURE
http://itchybon1.tripod.com/hrd/id15.html
Systematic instructional design model with six components:
Backward design/Understanding by design (Wiggins and McTighe)
http://edutechwiki.unige.ch/en/Backwards_design
Systematic instructional design model with three components:
Four component instructional design (4C/ID) (van Merriënboer)
Systematic instructional design model with three basic components:
Systematic design of instruction (Walter Dick, Lou Carey, and James O. Carey)
http://edutechwiki.unige.ch/en/Systematic_Design_of_Instruction
Systematic instructional design model with about ten components:
Universal design for learning (UDL)
http://www.cast.org/our-work/about-udl.html
Systematic instructional design model with three components:
