The document outlines the instructional design process, defining it as the creation of materials and lessons aimed at purposeful learning direction. It includes steps such as assessing learner needs, setting objectives, and designing assessments and activities. Additionally, it discusses the differing perspectives on the relationship between curriculum and instruction: a technical approach that separates them and a nontechnical approach that sees them as interconnected.

1. Instructional Design Process
Hina Jalal
PhD Scholar

2. • Instruction was defined previously as "the purposeful direction of the learning process" and is one
of the major teacher class activities (along with planning and management).
• Instructional design can be defined as the creation of instructional materials, modules or lessons.
• The instructional design process consists of determining the needs of the learners, defining the end goals and
objectives of instruction, designing and planning assessment tasks, and designing teaching and learning
activities to ensure the quality of instruction.
Huitt, W. (2003). Classroom instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/instruct/instruct.html
Instruction

3. Instructional
Process

4. RELATIONSHIP BETWEEN CURRICULUM AND INSTRUCTION
1. Technical Approach
Those who view curriculum and instruction as separate but related entities
2. Nontechnical Approach
Other educators use a nontechnical approach to curriculum processes because they
do not see curriculum and instruction as readily separable entities.

5. Technical Approach

6. Nontechnical Approach