DICK AND

CAREY MODEL

PREPARED BY,
NUR INANI BINTI HASIM
(MPP171129)
INTRODUCTION
Dr. Walter Dick
• PhD from Penn State in Educational Psychology
• Studied with Robert Gagne
• Emeritus Professor from Florida State University

Dr. Lou Carey

• PhD from Florida State University
• Studied with Robert Gagne and Walter Dick
• Arizona State University
BACKGROUND
OF THE MODEL
 The Dick and Carey Model is
an instructional system design (ISD)
model taking a systems approach
and based on the research of Walter
Dick of Florida State University and Lou
and James Carey of the University of
South Florida.
Stage 1. Instructional Goals
Stage 6. Instructional Strategy
Stage 2. Instructional Analysis

Stage 7. Instructional Meterials

Stage 3. Entry Behaviors and
Learner Characteristics
Stage 8. Formative Evaluation
Stage 4. Performance
Objectives
Stage 9. Summative Evaluation
Stage 5. Criterion-Referenced
Test Items
 EXPLANATION
(EXAMPLE) OF MODEL
STEP 1 : INSTRUCTIONAL GOALS
• Instructional Goal: Desirable state of affairs by instruction
• Needs Analysis : Analysis of a discrepancy between an instructional
goal and the present state of affairs or a personal perception of needs

STEP 2 : INSTRUCTIONAL ANALYSIS

• Purpose : To determine the skills involved in reaching a goal
• Task Analysis (procedural analysis) : about the product of which would
be a list of steps and the skills used at each step in the procedure
• Information-Processing Analysis : about the mental operations used by
a person who has learned a complex skills
• Learning-Task Analysis : about the objectives of instruction that involve
intellectual skills
STEP 3 : ENTRY BEHAVIOURS AND LEARNER
CHARACTERISTICS
• Purpose : To determine which of the required enabling skills the learners bring to
the learning task
• Intellectual skills
• Abilities such as verbal comprehension and spatial orientation
• Traits of personality

STEP 4 : PERFORMANCE OBJECTIVES

• Purpose : To translate the needs and goals into specific and detailed objectives
• Functions :
• Determining whether the instruction related to its goals.
• Focusing the lesson planning upon appropriate conditions of learning
• Guiding the development of measures of learner performance
• Assisting learners in their study efforts
STEP 5 : CRITERION-REFERENCED TEST ITEMS
• To diagnose an individual possessions of the necessary prerequisites for learning new skills
• To check the results of student learning during the process of a lesson
• To provide document of students progress for parents or administrators
• Useful in evaluating the instructional system itself (Formative/ Summative evaluation)
• Early determination of performance measures before development of lesson plan and
instructional materials

STEP 6 : INSTRUCTIONAL STRATEGY

• Purpose : To outline how instructional activities will relate to the accomplishment of the
objectives
• The best lesson design : Demonstrating knowledge about the learners, tasks reflected in the
objectives, and effectiveness of teaching strategies
• EXAMPLE :
• Choice of delivering system.
• Teacher-led, Group-paced vs. Learner-centered
• Learner-paced
STEP 7 : INSTRUCTIONAL MATERIALS
• Purpose : To select printed or other media intended to convey events of
instruction.
• Use of existing materials when it is possible
• Need for development of new materials, otherwise
• Role of teacher : It depends on the choice of delivery system

STEP 8 : FORMATIVE EVALUATION

• Purpose : To provide data for revising and improving instructional materials
• To revise the instruction so as to make it as effective as possible for larger
number of students
• One on One : One evaluator sitting with one learner to interview
• Small Group
• Field Trial
STEP 9 : SUMMATIVE
EVALUATION
• Purpose : To study the effectiveness of
system as a whole
• Conducted after the system has passed
through its formative stage
• Small scale/ Large Scale
• Short period/ Long period
MODEL DIAGRAM
 E-Learning Content

1. Instructional Goal • Vision of learning

• Objectives learning that students get knowledge to
understand and implement.
• Step of learning: make syllabus, SAP, lesson contract,
GBPP, media, tools

2. Instructional Analysis • Tools to reach objectives learning: forum, discuss,

student exercise.
• Example based on theory and practice.
• Define evaluation method.

3. Entry Behaviour and • Using Information Technology (IT) is not just help tools.
Characteristics • Change learning style.
• IT needs.
• Challenge IT: Human Resources
• How to fill IT
• IT implementation
• Self motivation
4. Write Performance Objectives • Success of learning : achieved objectives learning

5. Criterion-referenced items • Lecturer evaluation: questioner

• Discuss about case or test

6. Instructional Strategy • Learning method: discuss, textbook.

• Change from manual basis to IT
• Motivated.

7. Instructional Material • Technology infrastructures: internet

8. Formative Evaluation • Student evaluation: middle test, final test, Quiz,

9. Summative Evaluation • Learning process evaluation and the importance of it for

implementation
WEAKNESSES
 Time- Does not account
consuming for variables
the teacher will have a new group
A lot of thought and work
of students next year who bring in
must go into this design
different preconceived notions
process
and prior knowledge
STRENGTHS
Flexibility Goal-oriented

By starting with a goal in mind, the

other components of the model
interconnect with each other

can be used in various takes the learners and their prior

subject areas in schools knowledge and preconceived notions
into consideration

the learners' entry behaviors affect

the decision making in the design
process
LESSON PLAN EXAMPLE
REFERENCE
• Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third Edition,
Harper Collins
• Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional Design:
Principles and Applications, Second Edition, Educational Technology
Publications, Englewood Cliffs, NJ
• Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual Framework
for Comparing Instructional Design Models, Educational Research and
Technology, 42(2), pp. 55-72.
• Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of Instructional
Design (4th ed.), Holt, Reihhart, and Winston Inc.