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    Addie model Addie model Presentation Transcript

    • THE PROCESS OF DESIGNING SYSTEMATIC TEACHING USING THE ADDIE MODEL
    • Introduction
      • The ADDIE model is the generic process traditionally used by instructional designers and training developers.
      • The five phases— Analysis, Design, Development, Implementation, and Evaluation —represent a dynamic, flexible guideline for building effective training and performance support tools.
    • A.D.D.I.E.
      • The ADDIE model consists of five stages - Analysis, Design, Development, Evaluation and Implementation.
    • THE ADDIE MODEL
    • THE ADDIE MODEL ANALYSIS DESIGN DEVELOPMENT IMPLEMENTATION EVALUATION
    • ANALYSIS
      • Analysis on the students
      • Analysis on the learning environment
      • Analysis on teaching content and intended outcome after the teaching process
      • Analysis on teaching aims
    • ANALYSIS
      • Analysis on the students
        • Identify previous knowledge that the students have
        • Students’ particulars such as age, sex, level in learning and also the students’ socio-economic status.
    • ANALYSIS
      • Identify students’ learning style.
      • There are some who find it easy to understand a new concept if given visual aids, some who like working in groups and some who like working individually.
      • The teacher’s teaching strategies must accommodate every student in the class.
    • ANALYSIS
      • Analysis on the learning environment
        • The environment where learning takes place has a big implication in determining the preparation of teaching tools.
        • Resources that are available in school or some organization such as:
          • tools, cost, time and expertise will determine the method of presentation,
          • time and place of learning.
    • ANALYSIS
      • Analysis on teaching content and intended outcome after the teaching process
        • Intended outcomes on students’ behaviours can be determined and analysed after a teaching and learning session has finished.
        • Usually, this is done through observation at a working place such as in school, or in organization where ex-students work after finishing their studies, or doing an interview with them.
    • ANALYSIS
      • Analysis on teaching aims
        • Determine what the students have to know when they have finished learning.
        • Teaching aims can be recognized based on
          • difficulties that the students might encounter during previous learning process.
          • previous analysis done by others researchers or based on other needs.
    • DESIGN
      • Forming specific objectives for teaching
        • Using the information gathered from the analysis, you must come up with specific objectives (focusing on behavioural outcome) for the students after they have finished their lesson.
      • Test items
        • Questions used to test the students must follow the specific objectives that had been set based on the analysis earlier.
    • DESIGN
      • Choosing teaching strategies
        • There are various teaching strategies that are commonly used in systematic teaching based on situation and learners.
        • Some of them are: drilling, tutorial, games and simulation.
    • DEVELOPMENT
      • Preparation of teaching materials
        • Teaching materials would be prepared in stages.
        • Visual designs and message designs have to be taken into consideration based on the chosen materials or medium.
    • IMPLEMENTATION
      • Implementation of the teaching process
        • This is the stage where teaching takes places.
        • Teaching strategies and process are presented to the students based on the organization that had been done previously.
    • EVALUATION
      • Formative evaluation
        • Information for this type of evaluation is collected while going through each of the stages to further improve the teaching and learning process.
        • In order to avoid from having a big problem that can only be detected after a programme had been developed.
        • It cuts on cost and time.
        • Done through interviews, observation and commentary from experts.
    • EVALUATION
      • Summative Evaluation
        • This type of evaluation is done towards the end of the teaching and learning process to evaluate and make any necessary changes for the next session of teaching and learning.
        • Usually, it’s done through questionnaires.