Running Head: CREATING AN INSTRUCTIONAL MODEL

Presented by: Candice E. Brown

Student I.D.: 04008579

Individual Paper Assignment 3

Course Name: Instructional Design, Models and Strategies

Course Code: EDID6503

Course Coordinator and Facilitator: Dr. Laura Gray

University of the West Indies (Open Campus)

April 13, 2017

Semester 2 (2016/2017)
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Abstract

The effectiveness of an instructional design model is related to the work environment in

which it is applied. Educators need to be cognisant of the work environment and select the most

appropriate instructional model. This process will be followed by identification of instructional

strategies and processes for learning. Contemporary classrooms incorporate technology as a tool for

learning. The proposed Pragmatic Technology based Design Model seeks to maintain a student

centered approach while accommodating technology and the learners with exceptionalities.
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Table of Contents

Page

Research Paper

Summary of Work Environment...4

Description of Instructional Model best suited to the Work Environment...9

Description of Instructional strategies used in the Work Environment ..10

New Instructional Model

Name and description of Instructional Model 13

The New Instructional Model applied to the Work Environment ...14

Instructional Strategies for the New Model 15

Similarities and Differences between the Work Environments..16

Reflection

References
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Research Paper

Summary of Work Environment

An ideal working environment for a teacher is any area which allows the teacher to

have their students full attention, and supports the use of technological devices for learning

new skills. A work environment can be defined as the circumstances under which an

individual engages in his/her job. This may include both the physical surroundings and social

experiences which usually has an impact on an individuals ability to fulfil the tasks they are

employed to complete. (Poh, 2017) I am a teacher of CSEC History, CAPE Sociology and

Tourism at a rural school in Jamaica. The following is an outline of my work environment.

Belair High School is a small non-traditional High School located in the rural parish

of Manchester, Jamaica. The school has recently become a Grant Aided institution (which

means it is partly owned and operated by the government of Jamaica and the Belair Trust).

The school currently employs 30 members of staff inclusive of academic, ancillary and

administrative workers. The student population is relatively small consisting of 500 students

in grades 7 to 13. Belair High School maintains a teacher student ratio of 1 to 35 students.

Fig. 1. School Campus Fig. 2. School Entrance and Parking lot

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In most classrooms ample space is provided for the seating of students and teachers,

as well as, boards for demonstration and posting of important information. Wireless internet

and computers are available for student and teacher use in strategic areas of the school

facility. Teachers can also access projectors, tablets and laptops for individual classes.

Teachers are encouraged by administration to ensure the physical environment is

suitable for learning. Each full time employed teacher is a homeroom teacher and this is one

of their duties. He/she meets the students at the beginning of the day and at the end of the day

wherein they take attendance and provide support as advisor. The Homeroom teacher also

liaise with subject teachers to formulate seating arrangements based on learner needs and post

educational information based on the grade level and curricula being taught to the students.

Fig.3. Grade 9 students preparing for their next class after break.

Belair High school offers the National Secondary Curriculum NSC to students of

grade 7 to 9. Contact time varies for each subject, however Mathematics and English

Language are taught daily, hence each students gets approximately 250 minutes of each

subject each week. Students pursue an additional 13 subjects in areas ranging from the

Sciences, Arts, Languages and Humanities.

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At the beginning of each school year all students participate in a series of learning

style tests guided by their homeroom teachers. This information is shared with subject

teachers and is used to construct a profile of the learners. The data indicates that a majority of

60% of the learners are audio visual while the remainder are visual kinaesthetic learners

(40%). Teachers are required to produce lesson plans catering to their students needs.

Students of Caribbean Examinations council (CXC) courses (usually grade 10-13) are

guided by a syllabus which outlines objectives and suggested teaching activities. These

students pursue 8 to 10 subjects inclusive of Mathematics, English, Literature and

Information Technology. Students benefit from 200 minutes of contact time for each subject

for the week at this level. Science teachers in most schools are equipped with laboratories to

facilitate experiments while teacher of Humanities usually remain in the regular classroom or

take students to resource rooms such as the library and computer lab.

Fig. 4. Grade 12 students conducting an experiment in the computer lab.

The classes at the upper level are usually smaller to facilitate improved instructional activities

and greater student teacher interactions. As a result, teachers have the option of facilitating

lessons in the classroom, in an e-learning laboratory or off the school site on a field trip.
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Consequently the physical work environment for learners vary based on the subject being

taught and the teachers approach to instruction.

Fig. 5. Grade 11 Students in the library completing group work

It is also important to note the social experiences in the classroom. This refers to the student

teacher interactions, that is; the way in which the lesson is delivered, whether it is teacher

centered or student centered and the relationships between all individuals in the classroom.

Fig. 8 Student on Tourism Field Trip interacting with animals on a former sugar plantation
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The teacher is the classroom manager and, as a result he/she must ensure that

the classroom is fit for learning. In the teacher centered classroom, learning is usually

characterised by lectures led by the teacher, classrooms are quiet and students are required to

learn individually. (Gilmore, 2014) This is the traditional and ancient classroom experience.

Today this is considered problematic because students may become bored, lose interest in the

lesson, and students are usually not allowed to express themselves freely. Contemporary

learning theories argue that students must be active in the classroom.

Fig.7 Student conducts a presentation in CSEC History class

The opposite of the teacher centered approach is the student centered approach. As

demonstrated in figures 3 to 7 at Belair High School students are engaged in learning

activities. Teachers employ various methods to ensure students are the center of the lesson.

The teacher remains classroom manager but is not the only source of knowledge, he/she acts

as a facilitator of learning. This means the teacher will support the use of alternative, and

technological sources of information and the students work together, communicate and

collaborate in order to learn. (Gilmore, 2014) This approach encourages students to direct

their own learning and as a result they are usually more enthused about their lessons.
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Description of instructional model best suited to the work environment

The student centered approach is associated the constructivist theory. (Molina, 2015)

Students are encouraged to reflect on content, apply content to daily lives and simulate

observations in order to gain mastery of content. As a teacher of humanities it has been my

experience that this model best describes the context of learning prescribed for my area by

the Ministry of Education and the CXC. However there are differences in views of

constructivism.

There are two types of constructivism individual and social constructivism. (Richey

et al., 2011). Individual constructivism encourages persons to develop personal

interpretations of the world based on individual cultures and values. This requires conducting

individual research and investigations while completing case studies. On the other hand,

social constructivism is a group approach and which encourages integration of ideas among

peers as a critical part of the learning process. (Richey et al., 2011). Social constructivism

best describes my typical history lesson. Students are encouraged to become aware of recent

history, watch the news, read manuscripts, textbooks, and historical records while

collaborating with others in order to interpret and evaluate the factors which shape our culture

and heritage. This ensures that students culture is made relevant to the learning process.

Persons way of life is directly related to the way in which people learn and so

educators must be cognisant of each students background in order to produce successful

learning activities. Each participant is always encouraged to be active in the learning process

and choose the way they want to learn. (Karagiorgi, & Symeou, 2005) Examples are used to

foster improved understanding of concepts and principles being taught. This method has

proved quite effective when teaching the topic: religion. Students are encouraged to make
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presentations on the religion their family is associated with, and how religion has impacted

their lives.

There are many examples of the constructivist instructional design model. The most

relevant to the Humanities is the Layers of Negotiation model. This model focuses on how

information is created and encourages the practice of deep consideration. Also an ongoing

research of multiple sources of information and evaluation of meanings and interpretations

put forward by fellow learners. (Richey et al., 2011).

Important conditions for learning using this model include the fact that learners

should be aware of their reality. Learning activities should be restricted to the content that can

be applied to the real world, all assessments should be activities based on realistic events and

procedures which the learner may employ as a professional in the field of study and

conclusively learning should support social negotiation. (Richey et al., 2011).

Instructional Strategies used in the Work Environment

This is the process whereby learners engage in group learning activities which allow

participants share interpretations of content and determine the most accurate understanding of

concepts discussed. (Atkisson, 2010) This allows persons to practice critical thinking, engage

in self-directed learning and learn from their peers. Another consequence of this method is

reflection as a learning activity. Also the tendency for learners to pursue education from

various sources. Learners are therefore likely to research or discuss content debated in school

with secular peers, adults and others with whom they interact. Learning therefore becomes

meaningful and the learning environment is no longer limited to the classroom.

Students are empowered to practice their distinct skills such as auditory (speeches and

debating), tactile (building), or visual video documentaries and pictures. These strategies are

quite effective when teaching history. Among the activities employed for Caribbean History
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students studying the plantation system is creating a model of the plantation system,

dramatizing the forms of resistance employed by slaves and debating arguments for or against

emancipation.

Teachers also utilise complex problems and avoid simplifying learning activities.

Student experiences, schema and culture teacher determines activities for learning. (Pappas,

2014) Therefore students can apply to lessons to real life. Recently this approach proved

fruitful when teaching family forms and their functions. Students could relate different

experiences based on their family form and make suggestions and recommendations for

solving Caribbean social issues.

Another effective method of teaching and learning is the Goal based scenarios. This

involves the introduction of specific goals for the learner which students are encouraged to

achieve. (Schank, 1992) Students are able to develop competencies such as essay writing,

research skills and debating. These activities are relevant to the area of study and skills

necessary for careers in professional fields such as Law, Education and Politics. Students are

empowered to investigate social issues and discuss them as professional in simulation

activities facilitated by the teacher.

The final strategy to be discussed in the Problem based learning method. Learners are

given a problem and are encouraged to employ various activities to address the problem.

Teachers offer support but this method allows the learner pursue skills necessary to solve the

problem. (Richey et al., 2011). This may include skills such as communication, problem

solving and self-directed learning. Like the goal based scenarios students will employ various

activities based on their skill level in order to solve the problem and assessments will be

realistic and limited to those which can occur within society. An example of this strategy is

conducting a survey on a known Caribbean social issue such as teenage pregnancy as is

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required for school based assessment in CXC secondary schools based assessment. Students

pursuing courses in this area will be equipped to with effective problem solving skills as adult

citizens.

Problem solving is an important concept in the pragmatist educational

philosophy. This perspective is grounded in the notion that education should be relevant to

contemporary issues and should seek to empower learners to develop practical methods of

addressing them. (Cohen, 1999) Theorists suggests that this ideology is a realist approach and

asserts that as the world changes there is need to continuously incorporate content and

learning strategies related to the social experiences created by globalization.

The trends associated with globalization include the creation of one global

community. This community is characterised by social and economic integration.

Technological advancements have facilitated educational facilities which support distance

education, and unlimited access to information via the internet. Teachers therefore must

incorporate teaching strategies based on the social constructivist approach and the pragmatist

approach. These strategies include collaboration, active participative learning, critical

thinking, investigative learning and research based activities. Educational services should

also foster inclusion for all persons and promote lifelong learning.

Consequently there is need for a restructuring of school curriculum to incorporate

content which is relevant to contemporary social issues such as terrorism, gender based

violence, communicable and non-communicable diseases, police oppression, and corruption

and scamming. These issues are among the major problems impacting our global community.

Learners should be empowered to develop solutions to these topical issues.

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New Instructional Model

Name and description of instructional model

The recommended instructional design model will be called the Pragmatic

Technology Based Instructional Design Model (PTBDM). Technology is an important

component of this model because technology based learning is projected to be a standard in

education at all levels. The major conditions for learning of the PTBDM are; competency

based learning, practical learning activities, development of schema, and technology based

learning activities.

Competency based learning is a modern form of learning assessment. This method is

usually utilised in adult education at the tertiary level or for short term skills based training.

Learners are encouraged to developed single skills during a period of time after which they

are assessed and pending results are encouraged to advance to a more advanced skill

associated with the initial skills. This method would be effective in the Humanities field of

studies because students noticeably lack critical research skills which are best taught

systematically. Incorporating competency based learning would involve itemizing steps in the

research development process such as developing a hypothesis, writing a literature review

and developing a data collection instrument.

The above mentioned activities are practical activities which are relevant to real life,

students will be learning skills that will be used throughout the tertiary level and in their

professional fields. (Cohen, 1999) This condition is an important one because contemporary

learning must have meaning to students. This assures greater participation and students can

relate skills to social experiences such as completing an online survey tool or while employed

part time as an interviewer. (Deepti, 2016)

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As noted earlier schema refers to knowledge persons acquire during social

experiences. Cognitive theorist suggests that all persons have schema and over time this is

enhanced by interactions. (Pappas, 2014) Teachers often pre-test students in order to establish

goals for further learning. This can be determined during discussion of contemporary issues.

Access to technology is another important condition for learning. Today the internet is

recognised as an important reference tool used by students when conducting research. It also

acts as a medium for educational services and so with distance educational facilities

empowers groups who may traditionally lack access to education to pursue learning at a pace

within their ability. (McNeely, 2017) Beneficiaries include the disabled and otherwise

infirmed members of the population who are unable to function within a typical classroom

setting. This may also prove beneficial for those adult learners who maintain fulltime jobs.

(McNeely, 2017)

New Instructional model in the Work environment

As noted above this model is technology based and therefore lessons are not limited to

the confines of the classroom and the period scheduled. Therefore learners can progress at a

different pace. Teachers of humanities at Belair High School often lament disappointment

regarding the progress of students in their courses. It has been my observation that too often

student progress in unequally and this retards the advancement of the lessons. This is one

problem in my work environment which is addressed by the PTBDM.

Teacher will maintain regular class time, where in students may discuss and reflect on

contemporary issues related to various concepts discussed in the CSEC syllabus. These

discussions will be guided and assessed by the teacher. He/she will assigned activities to each

student via Edmodo based on objectives for each week. Consequently technology has

eliminated the time lost giving notes class and completing assignments with class sessions.
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Teachers can utilise more video activities which may stimulate more interest and provide

understanding. An example of an assignment could be create and post a video presentation on

the reasons for the migration of the indigenous peoples to the New World or create a website

via weebly.com based on the theme being studied.

Teaching activities would not be limited to the above mentioned format. Teachers can

be innovative. This model empowers teachers to identify issues impacting the learning

processes of students and address these issues suing technology based solutions. Moreover

the school facilities support the Belair High School facilities support the technology based

learner as there is internet access and available computers labs for student and class needs.

The annual learning styles tests demonstrated a prevalence of audio visual learners.

This issue is clearly addressed by PTBDM which supports learning using sound and imagery.

Another recommended activity is teleconferencing between students or resource persons.

This strategy eliminates costs associated with travel and creates opportunities for interaction

with learners throughout the region. Notably there are some areas of the Caribbean History

syllabus that are best taught by persons indigenous to certain regions. This resource creates an

opportunity for a partnership between learners and educators.

The work environment will continue to improve technologically with the demands of

the information age. Consequently the PTBDM could be applied as an effective means of

addressing information and learning needs in the classroom. Teachings will be encouraged by

the multiple learning technologies and strategies which can be applied if this model is applied

to the Belair High School work environment.

Instructional Strategies for the New Model

Instructional strategies used by teachers applying this model will be student centered

approaches. Lessons will be facilitated by the teacher, but using technology as the medium.
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Students will be empowered to work at their own pace. Courses will be offered online.

Assessments will be given using online software such as Edmodo.com. Each student will be

required to demonstrate mastery of content taught over a three week period. Students will be

encouraged to use smart devices to access notes and given problem based or goal based

scenario activities as assessment tools. Students will be encouraged to work on groups and at

all times students will simulate roles of professionals and practioners in the field of study. All

learners will be problem solvers and will be given activities based on real life circumstances.

An example of a lesson guided by the pragmatic instructional design model would be

as follows; Module one - Land Pollution. The objective for the week one is to identify at least

three causes of land pollution in the Kingston Metropolitan Area (KMA) after individual

research with 100% accuracy. Teacher will provide access to relevant content. Students will

work in groups to complete a report on land pollution in the KMA. The objective for week

two; students will be required to outline effects of land pollution in the KMA after

completing a slideshow and podcast in groups. Finally the assessment for the module on land

pollution would be to outline a solution to land pollution for your community after

completing a case study.

The lesson outlined incorporates the various principles of the pragmatic technology

based instructional design model. Learners use technology in the form of the internet and

smart devices to conduct research and access information regarding the course. Learners

builds on schema - knowledge of pollution and forms of land pollution. By the end of three

weeks learners are encouraged to develop a solution to a problem in their community.

Similarities and Differences between the work Environments

Among the similarities between the pragmatic technologies based instructional design

model and the constructivist instructional design model layers of negotiation model are;
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problem based learning techniques, collaborative learning (group work), social negotiation

activities which are practical and based on real life experiences, application of the schema

theory and student centered approaches.

Notable differences are the fact that technology is a mandatory component of the

pragmatic approach, class sizes are not restricted to traditional numbers, learners may

participate online through distance learning mechanisms and are able to learn at their own

pace. The pragmatic approach also requires competency based activities and quarterly

assessments, this may contribute to a slower pace of teaching and learning activities.

Educational services demand more resources for learning including smart devices, and

internet access. Constructivists models also empowers each learner to learn the way they

learn best and rejects the idea of a single approach to learning.

Conclusively local education systems are becoming more dependent on technology

based activities. Increasingly governments are supporting eLearning activities by funding the

creation of eLearning labs in all schools. Consequently it is my opinion that the education

system will eventually become a virtual activity. Moreover some schools are repealing no

phone policies to facilitate the use of smart devices in the classroom. Despite the negative

issues associated with phones in school it is tool that will foster greater inclusion and interest

in education and so the pragmatic technology based approach in my opinion is quite relevant

to instructional methods in the Caribbean.

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Reflection

A very interesting assignment. I felt empowered by the fact that I had the opportunity

to compose an instructional design model based on approaches I felt were lacking in the

existing models. Although I was eager to begin and finish, I found that the task was quite

difficult and writers block soon set in.

Thanks to Dr. Gray I gained much insight on the expectations of this assignment.

Going over the material allowed me to develop a further understanding of the concepts, and

apply strategies I developed in my classroom while teaching. My appreciation for my work

environment has also grown and the impact of my colleagues and students on my role in the

classroom. It is a challenge to work full time and study, however I can see the impact of my

efforts on my students in the classroom. They are more enthused and motivated. I am

committed to continue my studies for the betterment of the students I teach.

It is my opinion that education is a cure for much of the social problems which plague

our society. Consequently I was compelled to put forward an approach which sought to

address social issues from a pragmatist perspective.

Im pleased to express satisfaction with the completed assignment because eventually

after some intense reflection I was able to compose an approach I believe is critically needed

in our school systems. Notably Caribbean governments must be compelled to increase

funding for education rather than increasing expenditures on the outcomes associated with

poor educational systems such as crime.

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References

Atkisson, M. (2010) Ways of Knowing. Examining perception, practice, learning and design.

Retrieved from https://woknowing.wordpress.com/2010/10/14/social-negotiation-as-

a-central-principle-of-constructivism/

Cohen, L. (1999) Philosophical Perspectives in Education. Retrieved from

https://oregonstate.edu/instruct/ed416/PP2.html

Deepti, V. (2016) Three Main Methods of teaching in Pragmatism. Retrieved from

http://www.shareyouressays.com/116655/3-main-methods-of-teaching-in-pragmatism

Gilmore, J. (2014) Teacher- Centered vs. Student- Centered Education. Retrieved from

http://doceri.com/blog/2014/04/teacher-centered-vs-student-centered-education/

Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design:

Potential and Limitations. Educational Technology & Society, 8 (1), 17-27. Retrieved

from http://www.ifets.info/journals/8_1/5.pdf

McNeely, B. (2017) Using Technology as a Learning Tool, Not Just the Cool New Thing.

Retrieved from https://www.educause.edu/research-and-publications/books/educating-

net-generation/using-technology-learning-tool-not-just-cool-new-thing

Molina, K. (2015) Best Practices for Student Centered Learning. Retrieved from

http://www.brighthubeducation.com/teaching-methods-tips/101114-best-practices-for-

student-centered-learning/
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Pappas, C. (2014) Instructional Design Models and Theories: Schema Theory. Retrieved on

from https://elearningindustry.com/schema-theory

Poh, M. (2017) Five Characteristics of a Positive Work Environment. Retrieved from

http://www.hongkiat.com/blog/positive-working-environment/

Richey, R., Klein, J. Tracey, M. (2011) The Instructional Knowledge Base Theory, Research

and Practice. New York and London: Routledge Taylor &Francis Group

Schank, R. (1992) Goal Based Scenarios. Retrieved from

http://cogprints.org/624/1/V11ANSEK.html