This is the summary that I gathered about Instructional Design Models.

1. INSTRUCTIONAL
DESIGN MODELS
REPORTER:
Florece, Ma. Alyssa B.
BSE 2-2 (Major in Mathematics)

2. LESSON OBJECTIVES:
At the end of the lessons, the students are able to:
a.Define the meaning of instructional design models
b.Differentiate the characteristics between Gagne’s
Nine Events, Bloom’s Revised Taxonomy, ADDIE,
and Merill’s Principle of Instruction
c.Understand the value of the following models as a
future educator

3. DISCUSSION:
Instructional Design
Instructional design, also known as instructional
system design (ISD), is the creation of learning
experiences and materials in a manner that results in the
acquisition and application of knowledge and skills. The
discipline follows a system of assessing needs, designing
a process, developing materials and evaluating their
effectiveness.

4. Instructional Designer
An instructional designer applies this systematic
methodology (rooted in instructional theories and
models) to design and develop content, experiences,
and other solutions to support the acquisition of new
knowledge or skills.

5. Instructional
Design Models

6. GAGNE’S NINE EVENTS
• Gagne's theory is classified as an instructional
theory because it seeks to describe the
conditions under which one can intentionally
arrange for the learning of specific
performance outcomes. Gagne's (1988)
instructional theory has three major elements.
First, it is based on a taxonomy, or
classification, of learning outcomes. Second, it
proposes particular internal and external
conditions necessary for achieving these
learning outcomes. And third, it offers nine
events of instruction, which serve as a
template for developing and delivering a unit of
instruction.
ROBERT GAGNE

8. Strategies for instruction:
1. Types of Learning Outcomes
2. Prerequisite Knowledge/Skills
3. Internal conditions or processes
4. External Conditions or instruction
5. Learning Context
6. Characteristics of the Learners
7. Media for Instruction
8. Motivating the Learners
9. Formative Evaluation
10.Summative Evaluation

9. BLOOM'S REVISED TAXONOMY
• It is based upon extensive analysis of research
literature and Bloom’s own research. Instead of
old thinking that there are good learners and
poor learners, Bloom believed there were faster
learners and slower learners. The model has
three categories: student characteristics,
instruction, and learning outcomes.
• Learning rate, which is a time factor, is
important because learning process skill has
been identified as a major goal of instruction, in
addition to content area achievement.
BENJAMIN BLOOM

11. ADDIE
• Analyze, Design, Develop, Implement, and
Evaluate: These equate to five phases
instructional designers should apply while
designing instructional materials. The linear
structure of this model is useful as it helps
instructors know what action they need to take
before moving to the next.
(created by the Center for Educational Technology at
Florida State University for the U.S. Army)

13. MERRILL’S PRINCIPLES OF INSTRUCTION
• The theory specifies that instruction is more
effective to the extent that it contains all necessary
primary and secondary forms. Thus, a complete
lesson would consist of objectives followed by
some combination of rules, examples, recall,
practice, feedback helps and mnemonics
appropriate to the subject matter and learning
task. The theory suggests that for a given
objective and learner, there is a unique
combination of presentation forms that results in
the most effective learning experience.
Merrill's Component Display Theory (CDT)
MARRINER DAVID MERRILL

15. ASSESSMENT:
Read the questions carefully. Identify what concept being referred to the following. Write your
answers on the space provided.
1. __________ is a 5-phase process for developing instructional materials.
2. Activating the learner’s existing knowledge base helps them connect previous knowledge with
the new knowledge. This principle is called as __________________.
3. Bloom’s taxonomy encourages to develop ___________ skills into ___________ skills.
4. _________________ is the creation of learning experiences and materials in a manner that
results in the acquisition and application of knowledge and skills.
5. ___________ theory suggests that for a given objective and learner, there is a unique
combination of presentation forms that results in the most effective learning experience.