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Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
Addie model
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Addie model

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Describes the ADDIE Model.

Describes the ADDIE Model.

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  • 1. THE PROCESS OF DESIGNING SYSTEMATIC TEACHING USING THE ADDIE MODEL
  • 2. 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.
  • 3. A.D.D.I.E.
    • The ADDIE model consists of five stages - Analysis, Design, Development, Evaluation and Implementation.
  • 4. THE ADDIE MODEL
  • 5. THE ADDIE MODEL ANALYSIS DESIGN DEVELOPMENT IMPLEMENTATION EVALUATION
  • 6. 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
  • 7. 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.
  • 8. 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.
  • 9. 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.
  • 10. 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.
  • 11. 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.
  • 12. 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.
  • 13. 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.
  • 14. 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.
  • 15. 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.
  • 16. 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.
  • 17. 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.

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