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.