Falling in Love with ADDIE

I am in love with ADDIE. Okay, maybe not love, but seriously deep like! ADDIE is acronym for an instructional design model that is helping me to pull together the pieces of my current project. I am working on a lesson for adult learners. I am amazed by how tough it can be to schedule consistent team planning. It can be especially tough when students receive special education services, ELL services, reading interventions, math interventions etc. and you are responsible for knowing where your students are academically and meeting those academic needs. Thus, my bright idea for a forum. I know that eplanbooks exist, but I wanted to try a different route. So thus my idea for a Google Classroom for my team was born. In it, we could share ideas and materials asynchronously or synchronously when possible.

Then I met ADDIE.

Find more education infographics on e-Learning Infographics

Last week, I had to analyze my audience. This week I design the lesson.

The problem I foresee is how SLOW the process is for me.  I am running out of daylight.  Okay, maybe not daylight, but I am running out of school days. I don’t know how interested my audience will be in doing my lesson and giving me feedback if they are no longer the captive audience. Once the school year ends, it takes a while for teachers to want to think like teachers…

In these final days of the school year, I have analyzed my participants. They are all educators. They have varying degrees of technology savvy. None are opposed to the use of technology in instruction and all agree that planning together can be VERY challenging when the schedules just don’t line up. We share a common goal: collaboration. So with that analysis, I move on the task of designing my training. I am excited about this endeavor, and a little nervous. What if after all of my hard work, the training bombs or the participants are bored to death! Ah, the musings and insecurities of a trainer in training!

If all else fails, I do have a back up plan…

(Clip (film): Robin Hood: Men in Tights)


Not Reinventing the Wheel

As I continue in the instructional design course I am taking, I continue to read through the text and chip away at the projects that are due.  This week we began delving into the first steps of the ADDIE model of instructional design.  As I design a lesson to teach to adult learners. something my instructor said stuck out in my mind, “Don’t reinvent the wheel.”

Picture of bicycle with triangular wheels
Picture from: http://www.jokeroo.com/pictures/car/853736.html

How many times have I reinvented the wheel in my teaching career. As a first year teacher, I remember spending hours and hours planning lessons only to discover nearly identical materials online. As my years as a teacher have continued, I have learned to use the resources available to me, whether they are internet based, found in teaching resources, or shared ideas and items from fellow teachers and modify them to fit my needs. I have learned that there is no shame in working smarter (not harder). In my life of balancing my own education, schooling, and family it has been a hard earned lesson. as many life lessons seem to be.

Don’t reinvent the wheel, just realign it. The College Blue Book~Anthony J. d’Angelo

So what does all this have to do with instructional design. As I read the text this week and listened to the classroom lectures, I was struck by how many of the design models build off of each other or share principles.

Instructional Design: Episode 3- The Models by Epogogy Inc.

So many are variations. Somewhere along the lines, their creators were inspired by other models. They attempted to modify a previous model to meet their needs. As I embark on constructing my lesson, I  do the same. I am working on a Google Classroom project that would facilitate collaboration during teacher team planning. In a school that uses intervention as a means of providing supplemental services to meet student academic needs, it is difficult to plan together with all team members working to impact student learning. As I design the lesson, I think of technology materials I could use to help teachers understand the ideas and process. The difference is where in the past I would have made all of the materials and resources myself, I have recognized the value in a quick google search of key words and browsing session in Youtube to see if someone else has already created the materials needed to support my lesson.

Using those materials is smart and efficient planning. Every teacher knows a teacher who is an inefficient planner, one who spends their time making EVERYTHING from scratch. I used to be that teacher….reinventing the wheel. Why? There are so many ways to find foundations to build on…

Teachers pay teachers logo
Teachers Pay Teachers is a site where one can find lessons for free or a small fee to use as a foundation.

Now that I have learned to use the resources at my disposal, I am a happier teacher with more time for classes, family, and life!

Are Teachers Instructional Designers?

What is instructional design?

According to InstructionalDesign.org, instructional design is “the process by which instruction is improved through the analysis of learning needs and systematic development of learning materials. Instructional designers often use technology and multimedia as tools to enhance instruction.”

Merriam-Webster gives a simple definition for teacher: “a person or thing that teaches something; especially : a person whose job is to teach students about certain subjects.”

I think it is safe to say that educators that incorporate technology and multimedia into the planning of instruction, the deliverance of instruction, and the assessment of instruction are instructional designers. Teachers today, who incorporate 21st century skills into the very design of their teaching, are by definition instructional designers.

Do not misunderstand me, just because you add a video to instruction, does not represent an adherence to the principles of true instructional design. The incorporation of technology should improve instruction. It should allow for analysis of the learning and the impact of that instruction. So as we ask ourselves if we are instructional designers, we must also ask:

  • Is the technology we incorporate meaningful?
  • Is the technology we include an enhancement to the instruction?
  • Do we use the technology chosen because we want to or because it is the most effective way to instruct our students?

As an educator, I must constantly evaluate the effectiveness of my instruction. Finding the delicate balance between creating engaging lessons, lessons that are enhanced by technology, yet not overwhelmed by it, is the name of the game!. As I embark on that journey, I have to look more to the processes that make up instructional technology in order to truly do it justice. In the text we are using, Instructional Design for eLearning by Marina Arshavskiy, so many processes and models are being introduced. Right now, I think ADDIE will be at the forefront of our discussions.  I am looking forward to the learning…

Just something to ponder. Instructional Designer Pedagogy Word Cloud from digitalpedagog.org