Comparison of
ADDIE MODEL
One commonly accepted
improvement to this model is the
use of rapid prototyping. This is
the idea of receiving continual or
formative feedback while
instructional materials are being
created. This model attempts to
save time and money by
catching problems while they are
still easy to fix.
Theories such
as behaviorism, constructivism,
social learning and cognitivism
help shape and define the
outcome of instructional
materials.
Analysis >
Design >
Development >
Implementation >
Evaluation
Instructional
ASSURE
The ASSURE model is an ISD
(Instructional Systems Design)
process that was modified to be
used by teachers in the regular
classroom The ISD process is
one in which teachers and
trainers can use to design and
develop the most appropriate
learning environment for their
students
A — Analyze learners
S — State standards &
objectives
S — Select strategies,
technology, media & materials
U — Utilize technology, media &
materials
R — Require learner
participation
E — Evaluate & revise
Design Model
DICK AND CAREY
Stage 1: Identify Instructional
Goals
Stage 2. Conduct Instructional
Analysis
Stage 3. Identify Entry Behaviors
and Learner Characteristics
Stage 4: Write Performance
Objectives
Stage 5. Develop Criterion-
Referenced Test Items
Stage 6. Develop Instructional
Strategy
Stage 7: Develop and Select
Instructional Materials
Stage 8: Develop and Conduct
Formative Evaluation
Stage 9: Develop and Conduct
Summative Evaluation
KEMP DESIGN MODEL
1. Identify instructional problems,
and specify goals for designing
an instructional program.
2. Examine learner
characteristics that should
receive attention during
planning.
3. Identify subject content, and
analyze task components related
to stated goals and purposes.
4. State instructional objectives
for the learner.
5. Sequence content within each
instructional unit for logical
learning.
6. Design instructional strategies
so that each learner can master
the objectives.
7. Plan the instructional
message and delivery.
8. Develop evaluation
instruments to assess
objectives.
9. Select resources to support
instruction and learning
activities.
BACKWARD DESIGN
The idea of Backward Design
comes from Wiggins & McTighe
and suggests that learning
experiences should be planned
with the final assessment in
mind
One starts with the end - the
desired results (goals or
standards) - and then derives
the curriculum from the evidence
of learning (performances) called
for by the standard and the
teaching needed to equip
students to perform' (Wiggins
and McTighe, 2000, page 8)
By beginning with the end in
mind, teachers are able to avoid
the common problem of planning
forward from unit to another,
only to find that in the end some
students are prepared for the
final assessment and others are
not.
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable
Evidence of Learning
Stage 3: Design Learning
Experiences & Instruction
 SUBJECT VERB OBJECT

This is a girl.

She is reading a book.

She goes jogging at the park.

She and her friends go to school in the

morning.