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L5 : Instructional Design Models

Introduction
This module focuses on Instructional Design Models such as
Gagne’s Nine Events, Bloom’s Revised Taxonomy, ADDIE Model
and Merrill’s Principle of Instruction.

Student Learning Objectives (SLO)

 Identify and define the Instructional Design Models
 Differentiate each model form another
 Explain how a certain model is executed

Content
What is Instructional Design?
The process by which instruction is improved through the analysis of learning needs and systematic
development of learning experiences. Instructional designers often use technology and multimedia as tools
to enhance instruction.

ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. These equate to a 5-
phase process for developing instructional materials.

1. Analyze: The instructional designer clarifies the problem to be addressed with an

instructional intervention, defines the training need and conducts an extensive audience

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analysis to determine the instructional environment, pre-existing knowledge, skills and

abilities, opportunities and constraints.
2. Design: The instructional designer writes learning objectives and determines the
instructional strategies that will be utilized to achieve those objectives. Decisions are
made about how the instructional materials will look, feel, operate, and be delivered to
the learner. Storyboards and elearning prototypes are created.
3. Develop: Content is assembled and incorporated into the design to produce the
instructional or performance support materials. Deliverable is reviewed for quality and
revised.
4. Implement: The finished course or performance support tool is rolled out to the
intended audience and its impact is monitored.
5. Evaluate: The instructional designer uses various methods to determine whether the
course or performance support tool is delivering the expected results.

Bloom’s Taxonomy, revised in 2001 by Anderson and Krathwohl, defines the six
levels of cognitive learning starting with the simplest at the bottom and moving up
through the levels to the most complex, or deepest learning. As an instructional
design framework, Bloom’s Taxonomy ensures that learners push through the lower
levels of remembering and understanding new information, to being able to apply it,
analyze it, evaluate its impact, and ultimately to solve unique problems by creating
solutions that would not have been possible without the new knowledge.

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Robert Gagne’s Nine Events of Instruction is based on the behaviorist approach to learning.
Gagne identified the mental conditions needed for learning in adults. He then created his Nine
Events of Instruction to address the conditions of learning. The Nine Events of Instruction are:

1. Gain the student’s attention. Emotional buy-in is the first step in laying the
foundation for learning retention. This can be done by telling a story or asking a
thought-provoking question.
2. Inform students of the objectives. Establishes expectations for the course and criteria
for measuring success or failure.
3. Stimulate recall of prior learning. Leverages existing knowledge as a scaffold to
incorporate new knowledge.
4. Present the content. Use chunking for easy consumption of the content.
5. Provide learner guidance. Supplement the content with case studies, activities,
discussion questions and other instructional support materials.
6. Elicit performance. Challenge learner’s activities that recall, utilize, and evaluate
knowledge.
7. Provide feedback. Use immediate feedback to reinforce knowledge
8. Assess performance. Test learner knowledge against established criteria
9. Enhance retention and transfer to job. Use content retention strategies to appropriate
job aids to retain new knowledge.

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David Merrill’s 2002 First Principles of Instruction framework integrates five principles of
learning.

1. Task-centered principle: Learning starts with a real-world task or problem the

learners can relate to.
2. Activation principle: Activating the learner’s existing knowledge base helps them
connect previous knowledge with the new knowledge.
3. Demonstration principle: A course must demonstrate the knowledge in multiple ways
(for example, both visually and through storytelling) so that it leverages different
regions of the brain, and increases knowledge retention.
4. Application principle: Learners must apply new information on their own and learn
from their mistakes.
5. Integration principle: Help to integrate the knowledge into the learner’s world
through discussion, reflection, and/or presentation of new knowledge.

Assessment and Evaluation

Review the four Instructional Design Models. Create / design infographics or visual
image and be ready explain in class.

References
https://www.dashe.com/blog/instructional-design-models-comparing-addie-bloom-gagne-merrill

Prepared: Checked: Approved:

Mr. Catalino L. Pormison Jr. __________________ ______________

Instructor Department Head Dean

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