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Running head: EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL

Educational Report: Instructional Design Model


Amy N. Beard
University of Arkansas, Fayetteville

EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL

Abstract
The Emergent Curriculum Instructional Design (ECID) Model developed during Instructional
Design Theories & Models (ETEC 5243) for use in the early childhood classroom is geared
toward developing thematic units using emergent curriculum. The ECID Model consists of
seven key steps: 1) discover interests, 2) analyze children, 3) create learning objectives, 4) align
objectives and design learning experiences, 5) devise an environment, 6) implement thematic
unit, and 7) evaluate the unit. Thematic units should be 2-3 weeks in length at the 3-5 year-old
age level. The project was completed thru a series of assignments, and employed substandards
within Design, Development and Evaluation of the Educational Technology (ETEC) Program
Standards and Requirements. The Design substandard met is 1.1 Identify different models of
design. The Development substandard met is 2.4 Create interactive media. And the Evaluation
substandards met are 5.1 Use formative and summative strategies to evaluate quality instruction,
and 5.2 Identify and implement learning measurements of assessments. This artifact has
presented invaluable lessons in ETEC including learning about instructional models,
implementing instructional models, and developing multimedia presentations.

EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL

Educational Report: Instructional Design Model


During the course of Instructional Design Theory & Models (ETEC 5243) the Emergent
Curriculum Instructional Design (ECID) Model was developed for use in the early childhood
classroom. The project was completed thru a series of assignments including a descriptive paper,
an instructional project created using the model, an integration paper addressing the model after
using it within the instructional project, and a multimedia presentation about the process and
model design. Developing, utilizing, and integrating the model, employed substandards within
Design, Development, and Evaluation Standards required by the ETEC Program. Thus it was
chosen as an artifact for the ePortfolio.
Project Description
The (ECID) Model is geared toward developing thematic units using emergent
curriculum in the early childhood classroom, specifically 3-5 year olds. Throughout this model
Developmentally Appropriate Practice (DAP) and the Early Childhood Environmental Rating
ScaleRevised (ECERS-R) have been used as standards in the field of early childhood
education. The ECID model is based on social constructivism and the Reggio Emilia Approach
with emergent curriculum defined as a planned environment where learners are actively
exploring and participating in directing their learning where educators are facilitators taking
advantage of teachable moments.
The ECID Model consists of seven key steps that aim to help early childhood educators
design thematic units using emergent curriculum with evaluation running throughout the model:
1) discover interests, 2) analyze children, 3) create learning objectives, 4) align objectives and
design learning experiences, 5) devise an environment, 6) implement thematic unit, and 7)
evaluate the unit. Thematic units should be 2-3 weeks in length at this age level to provide for

EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL


exploration, and keep learners interests sustained. Figure 1 is the visual representation of the
ECID Model.

Figure 1 Emergent Curriculum Instructional Design Model Graphic & Summarized Steps

EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL

It should be noted that while this design model is based in a classroom using
constructivist approaches, there are objectives that early educators gear their classroom towards
using thematic units. In the constructivist classroom, these units and learning experiences are
created by early childhood educators and may go where the children take them. A learning
experience may begin with one direction and have a completely different outcome than planned.
For example, a learning experience may be planned around the maple tree changing from green
to red outside the classroom. The learning experience begins with a trip to the tree where
students can gather leaves. The original plan may have been to come in and discuss why the tree
is changing and look at books about this process (talk about seasons, weather, drawings, etc.);
however, while being outside the learners noticed other trees and differences in nature. The
learning experience has now turned into an autumn walk where children are talking about all the
changes occurring and collecting evidence of that. With that in mind, the following describes the
seven steps of the ECID Model.
Discover
Discover the current interests of children for which you are designing the thematic unit.
Observe daily conversations between children and other children, children and parents, and
children and teachers within and around the classroom. Note topics of interest and choose one
that is particularly interesting to children to design the thematic unit around. Sticking with the
maple example, you may have noticed children talking to others about how pretty the maple tree
is now that it is changing from green to red. Suzy was depicting the tree in her art, Johnny was
staring at the tree while sitting in the book nook, and Liz was talking about the changes in the
tree with her mom. This topic is now your next thematic unit!

EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL

Analyze
Analyze children according to developmental progress using DAP. Use DAP to look at
social, emotional, physical, and cognitive development of the children you are educating. Three
to five year-olds have varying abilities, and will benefit from developmentally appropriate
practice. DAP also encourages educators to look at individual and cultural appropriateness.
Knowing where your learners are at socially, emotionally, physically, cognitively, individually,
and culturally will allow you to create learning objectives from this learner analysis.
Create
Create learning objectives based on DAP that are both challenging and achievable. Using
your learner analysis create your objectives. For example, cognitively your children are
developing awareness that print conveys a message. A developmentally appropriate objective
based around language arts would be to provide language experiences that strengthen the
awareness that print conveys a message. You also notice that physically your children are
further developing fine motor skills. Another objective could be to promote the use of fine
motor skills. Your learning objectives will be centered around the learners with DAP, and
should be chosen according to challenge your learners in an achievable way.
Align & Design
Align objectives with the chosen topic of interest, and design learning experiences for the
thematic unit. Give your unit a title based on the chosen topic of interest: The Changing of the
Leaves! Design learning experiences that meet social, emotional, physical, and cognitive
objectives in relation to the chosen topic of interest. For example, the language arts objective for
strengthening print awareness could easily inspire a learning experience. A developmentally
appropriate language experience that strengthens print awareness would be to have a child tell

EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL

you a story, while writing the story down word for word. You then read the story back to the
child (pointing to each word as you read). Often children at this age have difficulties continuing
a story. However, during the thematic unit you could host these language experiences by the
maple tree giving children a topic that is already on their mind to encourage further story telling,
and which gives further opportunity to meet your objective.
Devise
Devise an environment that supports the chosen topic of interest and learning experiences
designed. Adjust learning centers to encourage children to explore the topic, and provide books
related to the topic in the reading center. This part of the instructional design model really
incorporates the learning environment that is important to the Reggio Emilia Approach to
emergent curriculum. In The Changing of the Leaves thematic unit, you could incorporate many
aspects into the art, writing, math, science, dramatic play, blocks, alone, music, etc. centers into
the classroom. You could bring the leaves from outside into the science center for exploration
and observation. You could provide different styles of classical music to dance to like falling
leaves in the music center which would also activate imagination. There are many choices for
each center that will activate learning from the chosen topic.
As for the books in the classroom (in the book center and all other centers), you can find
books such as Lois Ehlerts Red Leaf, Yellow Leaf. With books it is important to note that you
incorporate all types of books needed in an early childhood classroom according to ECERS-R (3
fantasy, 3 factual, 3 people, 3 animals, 3 science, 3 multiple cultures, and 3 diverse activities).
All books do not have to fit within the thematic unit. They should be chosen appropriately and
integrated into the classroom with intent. Use ECERS-R to guide environmental and book

EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL

decisions (ex. the math center must contain at least 3-5 small objects to count, materials for
measuring, materials for learning shapes and sizes, or materials for recognizing numbers).
Implement
Implement the thematic unit in the classroom. Introduce the unit you have chosen to the
learners. There are several methods to do this. You could begin the thematic unit with a
brainstorm about the topic where learners give input about the topic. The topic in this method
would be circled and input circled and connected to the topic. You could also create a KWL
(Know, Would like to Know, Learned) chart where you list the learners input and list what
learners would like to learn. This encourages this age level to get actively involved in learning.
Throughout implementation observation is important to the final evaluation.
Evaluate
Evaluate the thematic unit. Finally, once the thematic unit has come to an end, reflect on
the happenings in the classroom. Use your observations to assess learning and end the thematic
unit with a method used to begin the unit. For example, if you brainstormed about the topic,
complete another brainstorm and compare it to the original to help evaluate what learning has
occurred and student attitudes. If you used the KWL method, have the learners list what they
feel they have learned on a chart. This evaluation provides for summative evaluation, but it is
important to note that formative evaluation runs throughout the process and especially during
implementation.
Program Identification
The ECID Model satisfies substandards within the Design Standard, Development
Standard, and Evaluation Standard of the ETEC Program Standards and Requirements. In
Design, it meets substandard 1.1, in Development it meets substandard 2.4, and in Evaluation it

EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL

meets substandards 5.1 and 5.2. The specifics of the substandards and how the model satisfies
each requirement is detailed below.
Substandard 1.1 Demonstrate Ability to Identify Differing Instructional Models of Design
Before designing the ECID Model, various instructional design models were explored in
ETEC 5243. The ADDIE Model is the basic of these models used by instructional
designers/educational technologists. This generic model was a valuable tool aiding in the
development of the ECID Model for early childhood education, as there are few to no step-bystep instructional design models to pull from at this level. Early childhood education typically
focuses on curriculum-based models and theories. As mentioned above, the ECID Model uses a
curriculum-based model (Reggio Emilia Approach) combined with social constructivist theory.
Drawing from the basic ADDIE model, helped integrate these ideas into a well-developed
instructional design model.
So lets look at the ADDIE Model. It is an acronym for Analysis, Design, Develop,
Implementation, and Evaluation: 1) analyze the instructional problem and learners, 2) design
objectives, content, and assessment, 3) develop content, 4) implement the procedures for
learning, and 5) use summative evaluation at the end of the instructional program and formative
evaluation throughout the process. First, ECID Model pulls from ADDIE by including analyze.
This component was integrated into the model more specifically using DAP with children
instead of analyzing an instructional problem. Next, Develop in the ADDIE model was
accomplished in the ECID Model, but in two steps (Align & Design and Devise) in order to
highlight the importance of learning experiences and the environment. Also, Create in the ECID
Model was drawn from Design in the ADDIE model as the Create Step builds objectives using

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DAP. Finally, Implement and Evaluate are specific to a thematic unit in the ECID Model
compared to ADDIE, but mirror the same overall concept.
The Reggio Emilia Approach was integrated into the ECID Model and steps used from
the ADDIE Model as well. In this approach, educators, learners, and the environment all play
key roles. Educators are viewed as facilitators, learners actively explore and participate in
directing learning, and the environment is set up by educators to provide for exploration and
inquiry. When learners are actively exploring and participating in directing their learning, the
idea of emergent curriculum develops. In the Create Step, objectives are made using DAP. DAP
encourages teachers to be facilitators and students active learners exploring the world around
them. This integrated the role of facilitators and students from the Reggio Emilia Approach with
part of the Design Step in ADDIE into the ECID Model. Lastly, in the Devise Step of the ECID
Model educators are setting up the environment as they do in the Reggio Emilia Approach and
Develop Step of the ADDIE Model.
Substandard 2.4 Demonstrate Ability to Use Flash and/or Similar Types of Computerbased Software to Create Interactive Media Presentations
The multimedia presentation created for the ECID Model explained the model, how it
was integrated, and adjustments made to the model after integration. The presentation was an
interactive media presentation using different tools. It included a PowerPoint Presentation
created with graphics pertinent to the model and Microsoft Word Documents from the
instructional project. And, the PowerPoint Presentation was recorded via Screencast-O-Matic in
order to capture the slides and my voice for the presentation. The presentation was then
uploaded to YouTube for classmates to access and critique. This provided viewers with a
sensory-rich, interactive multimedia presentation that included links, graphics, audio, and video.

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The video links within the presentation provided interactivity. There were three annotations that
popped up during the presentation that linked to other videos to learn more about important
topics discussed but not detailed within the presentation. The topics with links for further
exploration were the Reggio Emilia Approach, DAP, and ECERS-R.
Substandard 5.1 Demonstrate Ability to Use Both Formative and Summative Strategies to
Evaluate the Quality of Instruction
By using the ECID Model to create a thematic unit, formative and summative strategies
were employed to evaluate the quality of instruction. First, formative evaluation is inherent
throughout each step of the design model, especially the implement phase. When implementing
the thematic unit within the early childhood setting formative evaluation is very important.
Observation is the key evaluation tool used by early childhood educators to evaluate learning as
an ongoing process. Many types of observation strategies including anecdotal recordings,
narratives, digital photography, videotaping, and audiotaping were implemented within the
lesson plan created using the ECID Model. Using observation strategies as formative assessment
in the thematic unit evaluated learners and instruction.
While this unit was not used in the classroom at the time it was developed, here is an
example of how observation is used within a teacher directed lesson from the Wonderful Winter
Thematic Unit developed. Sculpting Winter Lesson Plan: 1) Have children gather at the project
table to sculpt with white Model Magic. 2) Provide small sticks, different colored peppercorns,
cloves, cinnamon sticks, sculpting/play-dough tools etc. for children to sculpt their Model Magic
into winter creations. 3) Place activity pictures along with books all around in order to activate
prior knowledge and encourage creativity while sculpting winter. This lesson provides
opportunities for sharing, and developing fine motor skills, which help this age group learn to

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write. During the lesson, use digital photography observations by taking pictures of each
students work. At naptime, write anecdotal records (brief written record of an event) for each
child and place in portfolio with digital photography observations as a means of formative
assessment. These records highlight the use of fine motor skills and student interactions during
the activity. Throughout the two-week thematic unit, hundreds of observations for formative
assessment will be created in a classroom of 18 students when documenting two or more
observations per child per day.
Next, summative assessment occurs in the final step of the ECID Model. For the unit
created with the model, a repeated brainstorm was implemented. For the brainstorm, you write
the word winter on the whiteboard and circle it. Spell the word and encourage children to talk
about it by asking open-ended questions. Next, go around the circle and give children a chance
to provide information on the word winter adding each childs information to the whiteboard to
complete the brainstorm. This brainstorm was implemented at the beginning of the unit in order
to visually represent what children currently know about the theme. At the end of the unit, the
same brainstorm was completed as a summative evaluation strategy. By comparing the two
brainstorm activities, early childhood educators determine if the unit was successful or not.
More formal summative strategies such as a student survey are not applicable in a 3-5 year-old
classroom; however, by evaluating the collection of observations from the formative evaluation
and using the summative strategies appropriate for early learners, teachers can easily determine if
the thematic unit was successful with the documentation and noting attitudes of the children.

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Substandard 5.2 Demonstrate Ability to Identify and Implement Appropriate Learning


Measurements or Assessment Instruments
Identifying and implementing the appropriate learning or assessment measurements
serves two purposes in the ECID Model. In formative evaluation, these measurements helped
evaluate the progress of the thematic unit, but they also serve to assess and measure student
growth. As mentioned above, observations are instrumental in the early childhood classroom.
Specifically, observation is an appropriate learning measurement for students in the early
childhood classroom because it allows educators to learn about student progress unobtrusively in
a natural learning environment and adjust activities in the emergent curriculum classroom.
The particular assessment instruments applied in the unit were anecdotal recordings, narratives,
digital photography, videotaping, and audiotaping observations. Implementing these instruments
during the appropriate time, place, and activity in the early childhood classroom allows educators
to collect these assessments for each childs portfolio to show their learning progress.
With observation strategies identified as appropriate assessment instruments to use in an
early childhood thematic unit, here are some methods they are implemented in the Wonderful
Winter Thematic Unit by type of observation. Use anecdotal recordings and digital photography
during the Sculpting Winter Lesson mentioned above. Since anecdotal recordings are brief
snippets of information written at naptime and photography is instantaneous during the activity,
these observation techniques are used to allow the teacher to gather and document progress
without interruption of the workflow. Next, use audiotaping and videotaping during the If I
Were a Snowflake Language Experience. Language Experience Lesson: 1) Meet in circle time
and briefly discuss snowflakes and what youve learned about them in the classroom. 2) Dismiss
children to centers and call each child individually for language experience. 4) Ask the child

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what he/she would do if he/she were a snowflake. Write down what the child says word for
word, often stopping to re-read their story to them. This activity provides awareness that print
conveys a message. By audiotaping each childs dialogue, teachers are able to more accurately
complete the childs language experience and capture it for a portfolio, and by videotaping
teachers can observe the rest of the classroom interactions during center time for evaluation of
learning. Finally, narratives (detailed writings of happenings) are implemented during center
time to observe specific interactions in the environment during the thematic unit to assess
learning through instructional materials within centers.
Educational Reflection
Thru studying instructional design models, creating and implementing an emergent
curriculum design model, and producing an interactive multimedia presentation, valuable lessons
were learned. First, choosing or creating a design model for the task at hand streamlines the
process of designing instruction. Since designing the ECID Model, implementing it within the
early childhood learning environment has made the process of developing thematic units much
more efficient by organizing the process into steps. Second, acquiring knowledge of the ADDIE
Model has aided in the development of instructional projects in current college courses.
Specifically, this model was in mind when designing a website page devoted to teaching the
basics of wireless networks in Learning with Computers in K-12 Classrooms (ETEC 5303).
Finally, producing the multimedia presentation was initially a challenge as this was out of my
comfort zone. Jumping this hurdle in ETEC 5243 has been invaluable. This type of presentation
will be used in future work experiences to encourage learning with children and among teachers,
and has been very useful in ETEC 5303 since the class emphasizes using multimedia. Several
multimedia presentations have already been developed: 1) an about me presentation as an

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introduction instrument, 2) a presentation within the wireless network webpage, 3) a presentation


to develop understand of learning theories and theorists, and 4) a presentation offering different
examples of instructional software.

EDUCATIONAL REPORT: INSTRUCTIONAL DESIGN MODEL


References
Alert, L. (1991). Red Leaf, Yellow Leaf. San Diego, CA: Harcourt Brace & Company.

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