Instructional design principle


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Instructional design principle

  1. 1. Instructional Design Principle Backward Design
  2. 2. Instructional design principles <ul><li>When applying instructional design principles, the first thing to understand is what the student needs are, after the instruction is completed. Next, we need to develop an acceptable evidence of competency, an appropriate assessment. Then we will be able to develop a course of instructions that will bring the student to the required competency levels. The final action an educator should perform is a review of the course that was taught looking at the material, the delivery, and assessment to make sure that the course was completed correctly. In some areas this is call Backwards Design </li></ul>
  3. 3. Objectives <ul><li>First, you should identify what knowledge is required by the student at the end of the course. </li></ul><ul><ul><li>What goals and objective are required, and what other learning may last over the long term. </li></ul></ul><ul><li>This type of instructional design will use a question format rather than measurable objectives format. </li></ul><ul><ul><li>The student answering key question will deepen their learning about content and experience a lasting understanding of the material. </li></ul></ul><ul><ul><li>The questions asked should be at the hart of the objectives, they should point to bigger ideas and understanding. Some question should be arguable to deepen inquiry and discussion. </li></ul></ul><ul><ul><li>Once key concepts are identified from the questioning, the development of the objective for the course will be easy. </li></ul></ul><ul><ul><li>Remember that both high level and low-level objective should be developed </li></ul></ul>
  4. 4. Identify desired Results <ul><li>What should students know, understand, and be able to do? </li></ul><ul><li>What is worth of understanding? </li></ul><ul><li>What enduring understanding is desired? </li></ul><ul><ul><li>Consider goals </li></ul></ul><ul><ul><li>Examine content standards (district, state…) </li></ul></ul><ul><ul><li>Review curriculum Expectations </li></ul></ul><ul><ul><li>Teacher/Students interests </li></ul></ul>
  5. 5. Assessment <ul><li>Next, determine what constitutes acceptable evidence that the student has acquired: </li></ul><ul><ul><li>knowledge </li></ul></ul><ul><ul><li>understanding </li></ul></ul><ul><ul><li>skills to answer the question on the course material. </li></ul></ul><ul><li>There are several types of assessment that can be used </li></ul><ul><ul><li>performance task, </li></ul></ul><ul><ul><li>test, </li></ul></ul><ul><ul><li>quizzes, </li></ul></ul><ul><ul><li>observations, </li></ul></ul><ul><ul><li>dialogues are just some. </li></ul></ul><ul><li>It is important for the instructional design to use the appropriate assessment, they would not want to do a short quizzes on a low-level objective, nor would you use an essay of a high-level objective. </li></ul>
  6. 6. Determine acceptable evidence <ul><li>How will you know if students have achieved the desired results and met the standards? </li></ul><ul><li>What is acceptable evidence of students understanding and proficiency? </li></ul><ul><ul><li>Consider a range of assessment methods – informal and formal assessments during a unit </li></ul></ul><ul><ul><li>Think like assessors before designing specific units and lessons to determine how/whether students have attained desired understandings </li></ul></ul>
  7. 7. Developing Your Class <ul><li>Now you can plan and develop you teaching, </li></ul><ul><ul><li>how are you going to present your information, </li></ul></ul><ul><ul><li>what media is required, (this is where you need to know the different technologies). </li></ul></ul><ul><li>Using tools like the </li></ul><ul><ul><li>internet, </li></ul></ul><ul><ul><li>goolge searches, </li></ul></ul><ul><ul><li>computers, </li></ul></ul><ul><ul><li>power point, </li></ul></ul><ul><ul><li>or any other software that is available. </li></ul></ul><ul><li>This is building your course. Making sure that what you develop meets the requirement that you have establish </li></ul>
  8. 8. Plan learning experiences and instruction <ul><li>What enabling knowledge, facts, concepts, principles, and skills will students need to perform effectively and achieve desired results? </li></ul><ul><li>What activities will equip students with the needed knowledge and skills? </li></ul><ul><li>What will need to be taught and how should it best be taught in light of performance goals? </li></ul><ul><li>What materials and resources are best suited to accomplish these goals? </li></ul><ul><li>Is the overall design coherent and effective? </li></ul>
  9. 9. Assessment of your Course <ul><li>Last thing to do is to review your material, technology choices, and the assessments. </li></ul><ul><li>This is a good practice to get into, just to make sure that you are up to date on the material and technology, and that your assessments are not to hard or easy. </li></ul><ul><li>This review should take place at the end of the instruction. </li></ul>
  10. 10. Instructional design <ul><li>All of these steps are required for a good Instructional design process. However, what step is first and so on is not so important as long as all step are cover. This comes down to personal preference. Like most things, there is no one correct way for developing a course of instruction, and this is good. </li></ul><ul><li>Just remember that as long as you use good principle you will meet your goal. </li></ul>
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.