Addie model

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Describes the ADDIE Model.

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Addie model

  1. 1. THE PROCESS OF DESIGNING SYSTEMATIC TEACHING USING THE ADDIE MODEL
  2. 2. Introduction <ul><li>The ADDIE model is the generic process traditionally used by instructional designers and training developers. </li></ul><ul><li>The five phases— Analysis, Design, Development, Implementation, and Evaluation —represent a dynamic, flexible guideline for building effective training and performance support tools. </li></ul>
  3. 3. A.D.D.I.E. <ul><li>The ADDIE model consists of five stages - Analysis, Design, Development, Evaluation and Implementation. </li></ul>
  4. 4. THE ADDIE MODEL
  5. 5. THE ADDIE MODEL ANALYSIS DESIGN DEVELOPMENT IMPLEMENTATION EVALUATION
  6. 6. ANALYSIS <ul><li>Analysis on the students </li></ul><ul><li>Analysis on the learning environment </li></ul><ul><li>Analysis on teaching content and intended outcome after the teaching process </li></ul><ul><li>Analysis on teaching aims </li></ul>
  7. 7. ANALYSIS <ul><li>Analysis on the students </li></ul><ul><ul><li>Identify previous knowledge that the students have </li></ul></ul><ul><ul><li>Students’ particulars such as age, sex, level in learning and also the students’ socio-economic status. </li></ul></ul>
  8. 8. ANALYSIS <ul><li>Identify students’ learning style. </li></ul><ul><li>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. </li></ul><ul><li>The teacher’s teaching strategies must accommodate every student in the class. </li></ul>
  9. 9. ANALYSIS <ul><li>Analysis on the learning environment </li></ul><ul><ul><li>The environment where learning takes place has a big implication in determining the preparation of teaching tools. </li></ul></ul><ul><ul><li>Resources that are available in school or some organization such as: </li></ul></ul><ul><ul><ul><li>tools, cost, time and expertise will determine the method of presentation, </li></ul></ul></ul><ul><ul><ul><li>time and place of learning. </li></ul></ul></ul>
  10. 10. ANALYSIS <ul><li>Analysis on teaching content and intended outcome after the teaching process </li></ul><ul><ul><li>Intended outcomes on students’ behaviours can be determined and analysed after a teaching and learning session has finished. </li></ul></ul><ul><ul><li>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. </li></ul></ul>
  11. 11. ANALYSIS <ul><li>Analysis on teaching aims </li></ul><ul><ul><li>Determine what the students have to know when they have finished learning. </li></ul></ul><ul><ul><li>Teaching aims can be recognized based on </li></ul></ul><ul><ul><ul><li>difficulties that the students might encounter during previous learning process. </li></ul></ul></ul><ul><ul><ul><li>previous analysis done by others researchers or based on other needs. </li></ul></ul></ul>
  12. 12. DESIGN <ul><li>Forming specific objectives for teaching </li></ul><ul><ul><li>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. </li></ul></ul><ul><li>Test items </li></ul><ul><ul><li>Questions used to test the students must follow the specific objectives that had been set based on the analysis earlier. </li></ul></ul>
  13. 13. DESIGN <ul><li>Choosing teaching strategies </li></ul><ul><ul><li>There are various teaching strategies that are commonly used in systematic teaching based on situation and learners. </li></ul></ul><ul><ul><li>Some of them are: drilling, tutorial, games and simulation. </li></ul></ul>
  14. 14. DEVELOPMENT <ul><li>Preparation of teaching materials </li></ul><ul><ul><li>Teaching materials would be prepared in stages. </li></ul></ul><ul><ul><li>Visual designs and message designs have to be taken into consideration based on the chosen materials or medium. </li></ul></ul>
  15. 15. IMPLEMENTATION <ul><li>Implementation of the teaching process </li></ul><ul><ul><li>This is the stage where teaching takes places. </li></ul></ul><ul><ul><li>Teaching strategies and process are presented to the students based on the organization that had been done previously. </li></ul></ul>
  16. 16. EVALUATION <ul><li>Formative evaluation </li></ul><ul><ul><li>Information for this type of evaluation is collected while going through each of the stages to further improve the teaching and learning process. </li></ul></ul><ul><ul><li>In order to avoid from having a big problem that can only be detected after a programme had been developed. </li></ul></ul><ul><ul><li>It cuts on cost and time. </li></ul></ul><ul><ul><li>Done through interviews, observation and commentary from experts. </li></ul></ul>
  17. 17. EVALUATION <ul><li>Summative Evaluation </li></ul><ul><ul><li>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. </li></ul></ul><ul><ul><li>Usually, it’s done through questionnaires. </li></ul></ul>

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