The document outlines instructional design principles and models, emphasizing systematic planning to create effective educational experiences. It details various instructional design models, particularly the Dick and Carey model, which includes steps from identifying instructional goals to conducting evaluations. Additionally, it emphasizes understanding learner characteristics and preferences to tailor instruction effectively.

1. Mary Anne L. Colico-Bantiling
MA - English Language Teaching (MAELT)
Polytechnic University of the Philippines –Sta.Mesa
INSTRUCTIONAL
DESIGN

2. The Definition of Instructional Design
Definition of Basic terms
Instructional Design for Different Learners
Instructional Design Models

3. BASIC
TERMS

4. Permanent change in behavior
Learning
Development of new KSA

12. Instructional System Design
(ISD)
Instructional system design
is the systematic process of
planning instructional systems

13. Instructional system is the
arrangement of resources and
procedures used to promote
learning

14. What does a designer do?

15. Instructional designer
Educational technologist
Curriculum designer
Instructional technologist

16. A designer is someone
who creates and delivers
educational training
materials for businesses,
HEI’s and other orgs.

17. A designer is someone
who develops the
methodology and delivery
systems for presenting
course content.

18. Decide what is important
for the students to learn

19. Effectively arrange the learning
environment to maximize student
learning

22. INSTRUCTIONAL DESIGN
MODELS

23.  Merril’s First Principal of Instruction
 Kemp’s Instructional Design Model
 Gagne’s Nine Events of Instruction
 Kirkpatrick Four Levels of Training
 Dick and Carey Model
 ADDIE Model

24. Dick and Carey Model, 1990

26. ID Process: Step by Step
Stage 1: Identify Instructional
Goals
 Conduct needs analysis

27. Stage 2: Conduct the instructional analysis
ID Process: Step by Step
 Necessary entry
behaviors
 Step-by-step goal
performance

28. Stage 3: Analyze learners and contexts
ID Process: Step by Step
 Prior knowledge
 Learning environment
 Application of skills and
knowledge

29. Stage 4: Write performance objectives
ID Process: Step by Step
 Very specific and measureable
 Include learning conditions and criteria

30. Stage 5: Develop assessment instruments
ID Process: Step by Step
 Emphasis on accurately measuring
behaviors

31. Stage 6: Develop instructional strategies
ID Process: Step by Step
 Follow-up
activities
 Practice and feedback
 Testing
 Presentation of information

32. Stage 7: Develop instructional materials
ID Process: Step by Step
 Use of existing
materials
 Creation of new
materials

33. Stage 8: Conduct formative evaluation of
instruction
ID Process: Step by Step
 One-on-one prototype
testing
 Field testing
 Small group evaluation

34.  Revise instruction
ID Process: Step by Step
 Data from formative evaluation used
to assess whole process

35.  Stage 9: Conduct summative evaluation
ID Process: Step by Step

36. Dick and Carey Model, 1990

37. Dick & Carey Model
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identify instructional goals
Conduct Instructional Analysis
Identify Learner Characteristics
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop instructional materials
Conduct Formative Evaluation
Conduct Summative Evaluation

38. INSTRUCTIONAL
DESIGN FOR
DIFFERENT
LEARNERS

39. WHO is the target
audience?

41. What are the learners
Entry Skills
Prior Knowledge
Attitudes
Motivation
Abilities
Learning Preferences
Group Characteristics

43. What can I do to
capture their
interest?

44. How can I
maintain their
attention?

45. How can I tie the
instruction to the
learners’
experiences?

46. How can I assist
in building a
positive
expectation for
success?

47. How can I assist
in anchoring a
positive feeling
about their
accomplishments?

48. Collecting Learner Data
Site visit to the learner’s
classroom
Interviews with others who
work with the learners

49. Collecting Learner Data
Interviews with the
learners themselves
Records and surveys

50. Identify the implications of the
characteristics identified in the
analysis to design an
instructional plan

51. REFERENCES
• Driscoll, M.P (2000). Psychology of Learning for Instruction
(2nd ed.). Needham Heights, MA: Allyn & Bacon.
• Dick, W., Carey, L., & Carey, J.O. (2005). The systematic
design of instruction. Boston, MA: Pearson.
• Gagne, R., Briggs, L., & Wager, W. (1992). Principles of
instructional design (4th ed.). Fort Worth, TX: Harcourt
Brace College Publishers.
• Smith, P., Ragan, T. (2005). Instructional Design, 3rd Ed.
Hoboken, NJ: John Wiley & Sons, Inc.