Instructional strategy for learners presentation
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Desiree Serrano created a curriculum as an instructional coach. She used the ADDIE model of analysis, design, development, implementation, and evaluation. Her training for teachers would aid them in planning instruction by giving guidance on how to meet the TEKS standards. She described direct instruction strategies like determining outcomes, explaining lessons, and organizing students. Her curriculum design covered content, outcomes, delivery, and assessment and addressed several InTASC teaching standards.
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Instructional Strategy for Learners Presentation
The document discusses creating curriculum and instructional strategies. Desiree Serrano will be an instructional coach to aid teachers in planning and delivering instruction. She will provide training using the ADDIE instructional model - analysis, design, development, implementation, and evaluation. The training will cover direct instruction, meeting diverse student needs, organization, and teacher-student interactions. The training content aligns with several InTASC core teaching standards related to learner development, learning environments, content knowledge, assessment, planning, professional learning, and collaboration.
Questioning as a skill of language learning
Sections Included:
1. Introduction
2. Definitions
3. Importance of Questioning in Language Learning
4. Bloom Taxonomy
5. Level of Questioning
6. 4 stages of Skills of Questioning in Language
7. Techniques of Questions
Edu 310 Wk 1
This document discusses models and theories of instruction. It outlines the framework for teaching, which is based on four domains: planning and instruction, classroom environment, instruction, and professional responsibilities. It also describes the National Board for Professional Teaching Standards' five core propositions that accomplished teachers should know. The document defines factors to consider in lesson planning like standards and resources. It identifies three learning domains - psychomotor, affective, and cognitive - and explains how to write measurable objectives using the ABCD method aligned to standards.
Using backward design model
A group project that used backward design model to create a unit plan for 1st grade English Language Learners
6. inductive and deductive method
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Inductive and Deductive Method, Merits and Demerits
SRL Good Practices? 2 examples from Doukas School
SLIDEshow Erasmus+ Project
Teacher Educator Training (C1)
Vienna 17-19 Oct. 2018
Collecting Good Practices
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871
lesson planning
1) A lesson plan is a blueprint that provides a detailed description of the instruction for a single class, defining objectives, arranging content, and determining teaching methods and procedures.
2) Developing a lesson plan helps the teacher decide aims and objectives, provides structure and focus for teaching, and gives confidence and preparedness.
3) Key components of an effective lesson plan include objectives, required materials, introduction, teaching points and methods, independent practice, comprehensive exercises, evaluation, and continuity to the next lesson.
Designing Instructional Materials by Rathwell and Kansas
This document outlines six steps for designing instructional materials:
1. Prepare a work outline based on objectives, instructional strategies, and events.
2. Conduct research by checking available materials, identifying financial needs, and finding people to help.
3. Examine existing materials and see if they fit the instructional strategy with minor revisions.
4. Arrange or modify existing materials by securing copyrights and editing as needed.
5. Prepare tailor-made materials by formatting guides and modules clearly based on learner needs.
6. Select or prepare learner activities that are individual or group-based and assess achievement of objectives.
Recommended
Instructional Strategy for Learners Presentation
The document discusses creating curriculum and instructional strategies. Desiree Serrano will be an instructional coach to aid teachers in planning and delivering instruction. She will provide training using the ADDIE instructional model - analysis, design, development, implementation, and evaluation. The training will cover direct instruction, meeting diverse student needs, organization, and teacher-student interactions. The training content aligns with several InTASC core teaching standards related to learner development, learning environments, content knowledge, assessment, planning, professional learning, and collaboration.
Questioning as a skill of language learning
Sections Included:
1. Introduction
2. Definitions
3. Importance of Questioning in Language Learning
4. Bloom Taxonomy
5. Level of Questioning
6. 4 stages of Skills of Questioning in Language
7. Techniques of Questions
Edu 310 Wk 1
This document discusses models and theories of instruction. It outlines the framework for teaching, which is based on four domains: planning and instruction, classroom environment, instruction, and professional responsibilities. It also describes the National Board for Professional Teaching Standards' five core propositions that accomplished teachers should know. The document defines factors to consider in lesson planning like standards and resources. It identifies three learning domains - psychomotor, affective, and cognitive - and explains how to write measurable objectives using the ABCD method aligned to standards.
Using backward design model
A group project that used backward design model to create a unit plan for 1st grade English Language Learners
6. inductive and deductive method
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Inductive and Deductive Method, Merits and Demerits
SRL Good Practices? 2 examples from Doukas School
SLIDEshow Erasmus+ Project
Teacher Educator Training (C1)
Vienna 17-19 Oct. 2018
Collecting Good Practices
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871
lesson planning
1) A lesson plan is a blueprint that provides a detailed description of the instruction for a single class, defining objectives, arranging content, and determining teaching methods and procedures.
2) Developing a lesson plan helps the teacher decide aims and objectives, provides structure and focus for teaching, and gives confidence and preparedness.
3) Key components of an effective lesson plan include objectives, required materials, introduction, teaching points and methods, independent practice, comprehensive exercises, evaluation, and continuity to the next lesson.
Designing Instructional Materials by Rathwell and Kansas
This document outlines six steps for designing instructional materials:
1. Prepare a work outline based on objectives, instructional strategies, and events.
2. Conduct research by checking available materials, identifying financial needs, and finding people to help.
3. Examine existing materials and see if they fit the instructional strategy with minor revisions.
4. Arrange or modify existing materials by securing copyrights and editing as needed.
5. Prepare tailor-made materials by formatting guides and modules clearly based on learner needs.
6. Select or prepare learner activities that are individual or group-based and assess achievement of objectives.
Power point element of lesson plan
The document discusses the key elements that should be included in an effective lesson plan, such as objectives, materials, procedures, assignments, and assessments. It provides examples of different types of objectives, assignments, and components of a lesson plan. An effective lesson plan is structured, aligned with student needs and interests, and incorporates best teaching practices.
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The document discusses lesson planning, including what a lesson plan is, its purpose, elements to consider when creating one, and models for lesson plan structure. A lesson plan provides a framework and structure for a lesson, identifies the learning objectives and activities, and allows the teacher to anticipate and address possible issues. Effective lesson plans consider factors like content, pace, materials, and assessment. Common lesson plan models include those proposed by Gagne, Tyler, Yinger, Hunter, and the 5E approach. Lesson plans may need modification during teaching to address unexpected problems or opportunities to enhance learning.
Types and Characteristics of Instructional Materials
This document provides an overview of different types of instructional materials that can be used for teaching, including readings, syllabi, assignment files, rubrics, and handouts. It describes each material's purpose and importance in education. For readings, it notes they are written materials intended to be read, and examples include textbooks, magazines, and newspapers. Syllabi outline course goals, objectives, schedules, and expectations. Assignment files allow teachers to assign and collect digital student work. Rubrics are scoring tools used to assess student performance. And handouts supplement teaching with paper resources.
3. unit vi advantages and disadvantages of learner centered teaching or lear...
3. unit vi advantages and disadvantages of learner centered teaching or lear...LOYOLA COLLEGE OF EDUCATION
This document discusses learner-centered teaching and learning. It covers the meaning, characteristics, need, advantages, and disadvantages of learner-centered teaching. The advantages include developing thinking skills, communication skills, encouraging alternative assessment methods, helping students transfer skills to real-world, improving self-esteem, encouraging innovation, promoting intrinsic motivation to learn, and improving participation and retention of knowledge. The disadvantages include problems of misconception, lack of team skills, lack cooperation in teams, different stages of the same project, and problems of instruction. The document provides information on a learner-centered teaching unit and the advantages of learner-centered techniques.Relating Instructional Materials Use to Student Achievement Using Validated M...
Amy Cassata, PhD (Outlier Research & Evaluation, CEMSE, University of Chicago) presented this slide show at the Institute of Education Sciences Principal Investigator meeting on September 2, 2014. Findings report on data collected through IES Grant #R305A110621.
Session: "Mathematics and Science Assessment Showcase." Session Description: Research focusing on the development and validation of innovative mathematics and science assessments has increased in recent years. In this session, several NCER grantees will provide a brief synopsis of their work developing and validating assessments in mathematics and science. Participants will have an opportunity to learn about the different assessments, view demonstrations, and to interact with the presenters to discuss the assessments in greater depth.
Curriculum Evaluation
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation takes place during curriculum implementation to improve instruction and learning, identifies issues early, and helps future planning. Summative evaluation occurs at the end to assess learning and is used for decision making. Diagnostic evaluation identifies prerequisite knowledge and interests at the beginning. All three types provide benefits like remediating weaknesses, guiding placement decisions, and enhancing teaching and learning.
Changing the Lens on Teaching and Learning 11-14-12
This document provides an overview of a workshop for Robeson County coaches on examining the impact of instruction and improving student-centered lesson observations. The workshop objectives are to explore components of change, identify and examine evidence and impact on student learning, and develop skills in conducting student-centered observations. Several topics are covered, including requirements for changing school culture, transforming school cultures, examining the impact of instruction, evaluating teaching and learning, providing evidence of impact, and conducting lesson observations. The workshop includes activities, discussions, and opportunities for peer observation and feedback.
Journey
The document discusses strategies for differentiating instruction to meet the diverse needs and abilities of students in the classroom. It provides examples of how learning is currently taking place through group work, projects, experiments and other activities. The school aims to improve student engagement by incorporating more hands-on learning, thinking strategies, and opportunities for choice. Teachers will receive professional development in differentiated instruction techniques, including flexible grouping, tiered lessons, learning contracts, and classroom management.
7. project method
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Project Method, Merits and Demerits
Danielson in service training june 2013
This is the powerpoint with info concerning domains 1-4 as well as lesson plan examples and strategies.
Unit 506Session 1 task 9
This document discusses curriculum design and inclusive education. It outlines the learning cycle of identifying needs, planning and design, delivery, assessment, and evaluation. It emphasizes identifying learner needs, including special needs and learning styles. It also discusses ensuring curriculum and resources are inclusive and do not exclude learners. The document then examines curriculum as a product, process, and praxis. It notes the importance of context and hidden curriculum. The goal is for learners to apply skills to make sense of the world.
Hea workshop session 4 initial conclusions and next steps
This document discusses conclusions and next steps from an initial study. It provides initial insights that practical utility is certain and that developing a critical stance through observations, learning, and professional learning is important. Next steps proposed are to further examine pedagogy, develop a language for analyzing learning using the SOLO taxonomy, expand lesson study in the context of developing professional capital, and apply complexity theory and ideas of emergence.
3. team teaching
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Team Teaching, Merits and Demerits
Instructional Strategies
The document discusses instructional strategies for virtual classrooms. It analyzes a virtual classroom lesson on magnets taught in English. The teacher effectively used anchor walls, whiteboards, and student journals to display vocabulary and standards. The teacher engaged students by relating new concepts to a prior book, asking questions, and providing immediate feedback. However, the student grouping structure limited interaction. Overall, the teacher successfully incorporated strategies like building background knowledge and vocabulary development to enhance English language learning.
Instructional Development Models
The instructional development models document the complex process educators use to develop instructional solutions. Models help convey meaning of complex concepts through relationships and processes. The ASSURE model is a procedural guide that integrates technology into teaching. It includes six steps: analyze learners, state objectives, select materials, utilize materials, require participation, and evaluate. The concrete-abstract continuum model positions instructional methods on a scale from concrete to abstract based on the level of learner participation and sensory experience.
Ls intro scitt oct 2014 for scitt trainees and mentors
This document provides an introduction and overview of Lesson Study, a collaborative process used by teachers to improve learning and teaching. It involves:
1. A group of teachers identifying a learning challenge.
2. Collaboratively planning a "research lesson" to address the challenge.
3. One teacher teaching the lesson while others observe and collect data on student learning.
4. The group then evaluates the lesson based on the data and artifacts to refine and re-teach the lesson.
The goal is to improve student learning through an iterative process where teachers work together to analyze challenges, design lessons, gather evidence of learning, and refine instruction.
1. lecture method
The document discusses various methods for teaching mathematics, including teacher-centered methods like lecture, analytical, synthetic, deductive, and inductive methods. It also discusses student-centered methods such as project, peer tutoring, individual activities, and experiential learning. Interactive learning methods covered include student seminars, group discussions, mixed-ability grouping, and games/puzzles. Recent trends mentioned are constructivist learning, problem-based learning, brain-based learning, collaborative learning, flipped learning, blended learning, e-learning, and video conferencing. The lecture method is then described in more detail, noting its merits of being economical and helping develop concentration, but that it provides little student activity and does not consider individual differences
Peer Observation Form
This peer observation checklist is used to evaluate a faculty member's teaching of a course. The observer assesses whether the instructor clearly communicates the purpose of the class, uses examples to clarify materials, and engages students through a variety of activities. The checklist also examines if the instructor challenges analytical thinking, determines student understanding, and fosters interaction between students.
Hastie and buchanon 2000 review
This document summarizes a qualitative field study that combined the Sport Education and Teaching Personal and Social Responsibility (TPSR) curricular models to teach responsibility to 45 male middle school students. The study found that a hybrid "Empowering Sport" model effectively empowered students through game play, problem solving, and personal responsibility. By creating the social environment through class collaboration, the model developed students' awareness of how their actions impact others. The study concluded by outlining the Empowering Sport model and its potential implications for further research on merging curriculum models in physical education.
Course mapping
This presentation provides help in defining and describing course maps and steps for creating a course map.
31 6-earthsoft-instructional coaching
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
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The document discusses the key elements that should be included in an effective lesson plan, such as objectives, materials, procedures, assignments, and assessments. It provides examples of different types of objectives, assignments, and components of a lesson plan. An effective lesson plan is structured, aligned with student needs and interests, and incorporates best teaching practices.
Lesson planning synchronous meeting 2
The document discusses lesson planning, including what a lesson plan is, its purpose, elements to consider when creating one, and models for lesson plan structure. A lesson plan provides a framework and structure for a lesson, identifies the learning objectives and activities, and allows the teacher to anticipate and address possible issues. Effective lesson plans consider factors like content, pace, materials, and assessment. Common lesson plan models include those proposed by Gagne, Tyler, Yinger, Hunter, and the 5E approach. Lesson plans may need modification during teaching to address unexpected problems or opportunities to enhance learning.
Types and Characteristics of Instructional Materials
This document provides an overview of different types of instructional materials that can be used for teaching, including readings, syllabi, assignment files, rubrics, and handouts. It describes each material's purpose and importance in education. For readings, it notes they are written materials intended to be read, and examples include textbooks, magazines, and newspapers. Syllabi outline course goals, objectives, schedules, and expectations. Assignment files allow teachers to assign and collect digital student work. Rubrics are scoring tools used to assess student performance. And handouts supplement teaching with paper resources.
3. unit vi advantages and disadvantages of learner centered teaching or lear...
3. unit vi advantages and disadvantages of learner centered teaching or lear...LOYOLA COLLEGE OF EDUCATION
This document discusses learner-centered teaching and learning. It covers the meaning, characteristics, need, advantages, and disadvantages of learner-centered teaching. The advantages include developing thinking skills, communication skills, encouraging alternative assessment methods, helping students transfer skills to real-world, improving self-esteem, encouraging innovation, promoting intrinsic motivation to learn, and improving participation and retention of knowledge. The disadvantages include problems of misconception, lack of team skills, lack cooperation in teams, different stages of the same project, and problems of instruction. The document provides information on a learner-centered teaching unit and the advantages of learner-centered techniques.Relating Instructional Materials Use to Student Achievement Using Validated M...
Amy Cassata, PhD (Outlier Research & Evaluation, CEMSE, University of Chicago) presented this slide show at the Institute of Education Sciences Principal Investigator meeting on September 2, 2014. Findings report on data collected through IES Grant #R305A110621.
Session: "Mathematics and Science Assessment Showcase." Session Description: Research focusing on the development and validation of innovative mathematics and science assessments has increased in recent years. In this session, several NCER grantees will provide a brief synopsis of their work developing and validating assessments in mathematics and science. Participants will have an opportunity to learn about the different assessments, view demonstrations, and to interact with the presenters to discuss the assessments in greater depth.
Curriculum Evaluation
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation takes place during curriculum implementation to improve instruction and learning, identifies issues early, and helps future planning. Summative evaluation occurs at the end to assess learning and is used for decision making. Diagnostic evaluation identifies prerequisite knowledge and interests at the beginning. All three types provide benefits like remediating weaknesses, guiding placement decisions, and enhancing teaching and learning.
Changing the Lens on Teaching and Learning 11-14-12
This document provides an overview of a workshop for Robeson County coaches on examining the impact of instruction and improving student-centered lesson observations. The workshop objectives are to explore components of change, identify and examine evidence and impact on student learning, and develop skills in conducting student-centered observations. Several topics are covered, including requirements for changing school culture, transforming school cultures, examining the impact of instruction, evaluating teaching and learning, providing evidence of impact, and conducting lesson observations. The workshop includes activities, discussions, and opportunities for peer observation and feedback.
Journey
The document discusses strategies for differentiating instruction to meet the diverse needs and abilities of students in the classroom. It provides examples of how learning is currently taking place through group work, projects, experiments and other activities. The school aims to improve student engagement by incorporating more hands-on learning, thinking strategies, and opportunities for choice. Teachers will receive professional development in differentiated instruction techniques, including flexible grouping, tiered lessons, learning contracts, and classroom management.
7. project method
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Project Method, Merits and Demerits
Danielson in service training june 2013
This is the powerpoint with info concerning domains 1-4 as well as lesson plan examples and strategies.
Unit 506Session 1 task 9
This document discusses curriculum design and inclusive education. It outlines the learning cycle of identifying needs, planning and design, delivery, assessment, and evaluation. It emphasizes identifying learner needs, including special needs and learning styles. It also discusses ensuring curriculum and resources are inclusive and do not exclude learners. The document then examines curriculum as a product, process, and praxis. It notes the importance of context and hidden curriculum. The goal is for learners to apply skills to make sense of the world.
Hea workshop session 4 initial conclusions and next steps
This document discusses conclusions and next steps from an initial study. It provides initial insights that practical utility is certain and that developing a critical stance through observations, learning, and professional learning is important. Next steps proposed are to further examine pedagogy, develop a language for analyzing learning using the SOLO taxonomy, expand lesson study in the context of developing professional capital, and apply complexity theory and ideas of emergence.
3. team teaching
TNTEU - Syllabus - B. Ed I Year - Pedagogy of Mathematics - Unit IV - Team Teaching, Merits and Demerits
Instructional Strategies
The document discusses instructional strategies for virtual classrooms. It analyzes a virtual classroom lesson on magnets taught in English. The teacher effectively used anchor walls, whiteboards, and student journals to display vocabulary and standards. The teacher engaged students by relating new concepts to a prior book, asking questions, and providing immediate feedback. However, the student grouping structure limited interaction. Overall, the teacher successfully incorporated strategies like building background knowledge and vocabulary development to enhance English language learning.
Instructional Development Models
The instructional development models document the complex process educators use to develop instructional solutions. Models help convey meaning of complex concepts through relationships and processes. The ASSURE model is a procedural guide that integrates technology into teaching. It includes six steps: analyze learners, state objectives, select materials, utilize materials, require participation, and evaluate. The concrete-abstract continuum model positions instructional methods on a scale from concrete to abstract based on the level of learner participation and sensory experience.
Ls intro scitt oct 2014 for scitt trainees and mentors
This document provides an introduction and overview of Lesson Study, a collaborative process used by teachers to improve learning and teaching. It involves:
1. A group of teachers identifying a learning challenge.
2. Collaboratively planning a "research lesson" to address the challenge.
3. One teacher teaching the lesson while others observe and collect data on student learning.
4. The group then evaluates the lesson based on the data and artifacts to refine and re-teach the lesson.
The goal is to improve student learning through an iterative process where teachers work together to analyze challenges, design lessons, gather evidence of learning, and refine instruction.
1. lecture method
The document discusses various methods for teaching mathematics, including teacher-centered methods like lecture, analytical, synthetic, deductive, and inductive methods. It also discusses student-centered methods such as project, peer tutoring, individual activities, and experiential learning. Interactive learning methods covered include student seminars, group discussions, mixed-ability grouping, and games/puzzles. Recent trends mentioned are constructivist learning, problem-based learning, brain-based learning, collaborative learning, flipped learning, blended learning, e-learning, and video conferencing. The lecture method is then described in more detail, noting its merits of being economical and helping develop concentration, but that it provides little student activity and does not consider individual differences
Peer Observation Form
This peer observation checklist is used to evaluate a faculty member's teaching of a course. The observer assesses whether the instructor clearly communicates the purpose of the class, uses examples to clarify materials, and engages students through a variety of activities. The checklist also examines if the instructor challenges analytical thinking, determines student understanding, and fosters interaction between students.
Hastie and buchanon 2000 review
This document summarizes a qualitative field study that combined the Sport Education and Teaching Personal and Social Responsibility (TPSR) curricular models to teach responsibility to 45 male middle school students. The study found that a hybrid "Empowering Sport" model effectively empowered students through game play, problem solving, and personal responsibility. By creating the social environment through class collaboration, the model developed students' awareness of how their actions impact others. The study concluded by outlining the Empowering Sport model and its potential implications for further research on merging curriculum models in physical education.
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Ls intro scitt oct 2014 for scitt trainees and mentors
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Also visit www.slideshare.net and search using key word - earthsoft
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The planning for the unit is known as ‘UNIT PLAN’ usually after the year plan, the teacher plans the unit plan. So the year plan should therefore be ready before one starts preparing the unit plan.
teaching skill and practice just for try
Teaching involves blending knowledge, art, science and creativity. It includes various verbal and non-verbal acts. Teaching skills refer to a set of related behaviors and acts performed with the intention of achieving specific objectives and facilitating student learning.
Course, unit & lesson plan
A course may be defined as a complete series of studies leading to graduation or degree....unit may be defined as a large subdivision of the subject matter....lesson plan is a plan of action..
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Instructional strategy for learners presentation
- 1. Creating Curriculum By: Desiree Serrano
- 2. Miss Serrano Field Education Degree Curriculum & instruction: Advanced Instructor Future Role Instructional Coach
- 3. Training Content & Outcome • Training • Aid teachers in their planning and delivering the instruction. • When educators are given TEKS to cover but no guidance to use as reference • Give the process that will help acquire the needs to be successful.
- 4. Instructional Model & Strategy • Instructional model • ADDIE • Analysis • Ask questions • Design • Create • Development • Organize • Implementation • Cover; curriculum, outcomes, delivery and testing • Evaluation • Formative (observed each stage) • Summative (observed at the end of the entire lesson)
- 5. Instructional Strategies • Direct Instruction • Determine and establish the outcomes of the lesson being instructed. • Design • Establish the purpose of the lesson to the students • Explain to the students what is to be learned in the lesson. • Diverse • To meet each student's classification: ELL, 504, Sped, G/T etc. • Organization • Create the outline and process • Organizes students in an appropriate setting (individual, partners, groups) • Teacher-Student Interactions • "Scripted Programs relieve teachers of the role of instructional designer“ (Slocum, T.A., & Watkins, C.L., 2003).
- 6. Reflection From InTASC Core Teaching Standards covered: #1 Learner Development #3 Learning Environments #4 Content Knowledge #5 Application of Content #6 Assessment #7 Planning for Instruction #9 Professional Learning and Ethical Practice #10 Leadership and Collaboration
- 7. Reference • Slocum, T.A., & Watkins, C.L. (2003). “The components of direct instruction”. Journal of Direct Instruction.https://www.nifdi.org/research/j ournal-of-di/volume-3-no-2-summer- 2003/449-the-components-of-direct- instruction/file • ADDIE model (2018, November 30) InstructionalDesign.org. .https://www.instructionaldesign.org/mo dels/addie/