DICK AND CAREY MODEL

DESIGN
STAGE 1. INSTRUCTIONAL
GOALS
 The first step is to figure out the instructional
goals.
 This means that you are able to, or will be
able to, identify what it is the students need
to learn. For example, if you were teaching a
course on American history, you probably
wouldn’t teach a lesson on Guy Fawkes and his
gunpowder plot from 1605 However, if you
were teaching a class on English history, there
would indeed have to be a lesson on the
gunpowder plot. It all depends on what kind of
material your overarching theme is covering.
STAGE 2. INSTRUCTIONAL
ANALYSIS
 Instructional analysis is the second step.
 This means you are determining the skills that your
students will need to learn what you plan to teach
them. Returning to the Guy Fawkes situation, some
may need to have a love of history instilled in them
before they are willing to sit down and listen to the
lesson. Others may simply need to be able to work on
the lesson material at their own pace. Will they need
to know some background about the story? Or will you
be teaching an introduction to the gunpowder plot and
therefore giving that introductory lesson? Note that if
you are teaching on the gunpowder plot, you have to
take into account what they may or may not have
already learned.
STAGE 3. ENTRY BEHAVIORS
AND LEARNER CHARACTERISTICS
 Next you have to assess which skills the
students have out of those that you
previously determined are needed for this
lesson. For the Guy Fawkes example, if you
determine that they should be able to
remember the date he was caught –
November 5, 1605 – and someone is not good
with remembering dates, you may have to
help them with it. Are they able to sit still
long enough? Or do they have trouble talking?
These skills will be crucial to the lesson’s
success with each student.
STAGE 4. PERFORMANCE
OBJECTIVES
 Next, you must figure out specific goals and
objectives for the lesson. This is the
equivalent of the SWBAT – or Student Will Be
Able To – that many American classrooms
must have as of this writing. These objectives
must be detailed – such as “the student will
be able to identify the gunpowder plot’s
purpose”. Details will help you make sure you
are teaching your students what matters
most from the lesson, such as the gunpowder
plot was meant to blow up Parliament.
STAGE 5. CRITERION-
REFERENCED TEST ITEMS
 The fifth thing you must do is to create a test
(consistent with the performance objectives) that will
reflect what you’re hoping to teach the students.
Referring back to notes you have made will help you
figure out what to test. These are meant to help the
students understand what they have or have not
mastered yet, and are a checkpoint for the parents or
administrators. For example, again referring to a
lesson on Guy Fawkes, you could ask questions about
his part in the plot, how he was caught, who was
involved, and maybe what the plot was meant to do.
If you had watched videos and had them take notes,
the information you hoped they’d gather from the
videos could also be on the test.
STAGE 6. INSTRUCTIONAL
STRATEGY
 Sixth, you begin to outline your lesson plan.
This means that you will be able to
demonstrate what you want them to learn,
add activities, and decide how each segment
will be done. If you want to have group
activities, now is the time to decide when
and what materials will be covered by the
activity. Referring back to Guy Fawkes, a
group activity could mean each group tries to
use what they know to create a presentation
for the class as a pre-test activity.
STAGE 7.
INSTRUCTIONAL MATERIALS
 Seventh, you make sure you have what you
need ready for the lesson. If you have
something you already know will work, use it.
This could mean bringing in a barrel like the
ones used in Guy Fawkes’ plot, or bringing in
a scale model of the Parliament building that
would have been blown up. A map of London
at the time is also good. However, it doesn’t
extend to only objects for the lesson. If
you’re giving a test, make sure you have all
the tests printed and ready to go.
STAGE 8. FORMATIVE EVALUATION
 Next, you would have to evaluate how the
lesson went. Were there some students who
weren’t too thrilled with the group work? Did
your groups not work well? Did some students
sit back while others did all the work,
expecting to ride along for a good grade? You
could use this time to go for a field trip or to
work in smaller groups. You could even do
one on one if you have a small enough group.
STAGE 9. SUMMATIVE
EVALUATION
 Ninth, you revise. If all you do is teach a class on the gunpowder
plot, you have a good opportunity to revise the class. There will
always be a grumbler or two, but if it works out well a majority of
the time, it’d be worth keeping. If there’s one activity that no class
has ever liked, it would be worth cutting it out and replacing it with
something else. This step is all about making sure that when you
restart the teaching process, it’ll work out.
 Finally, you simply look back at your entire experience using the
model. Did it work out for you? Did you create a better lesson plan
than you had before? Or did it work against you? Did you find
yourself spending too much time on one area?
 Before completely beating yourself up over not spending time on
one area, if you already know the answer for one area, it makes
your job easier. It means you can more easily do the rest of the
process – which simply shows how they are all connected, whether
directly or indirectly. That right there is part of why it is considered
a good model of learning.
Prepared by: Aries A.
Sunga