TOPIC 5

PUTTING ID THEORIES INTO PRACTICE

8 main ISD Models and Principles
Dick & Carey Model
 ISD USING DICK AND CAREY’S MODEL

• SUBJECT: CULINARY ARTS (TECHNICAL VOCATIONAL EDUCATION)

• AREA: BAKING
• GOAL: TO MAKE A BUTTER CAKE
• TABLE 5.2: ISD USING DICK AND CAREY’S MODEL
 ISD USING DICK AND CAREY’S MODEL
Stage Description Details in Design
Identify instructional  Based on data from Goal: To make a butter cake
goal performance analysis of
learners, and on the
curriculum standards, the
goal is determined based
on the need.
 An initial goal is stated.
The goal may be a fuzzy
goal and can be further
refined.
 The instructional goal is
refined according to
criteria such as congruent
with organisation needs,
feasibility and clarity.
 ISD USING DICK AND CAREY’S MODEL
Conduct  Goal analysis.
instructional  Identifying domain of learning. subordinate skills (see Figure 5.1).
analysis
 Performing a task analysis.
 Identification of subordinate
skills.
 Determining entry skills.
Goal analysis to break the goal into tasks and
 Domain of learning
− Verbal information: Identify ingredients.
− Intellectual skills: Identifying texture of the
cream, mixtures; accuracy in measuring and
reading scale.
− Psychomotor: To weigh and use equipment, to
know the procedure of creaming, breaking and
adding eggs, sifting and folding flour, etc.
− Attitude: To show interest and achievement in
baking
− Cognitive Strategies: To troubleshoot during the
process of weighing ingredients, sifting and
folding flour if problems arise, etc.
 Entry skills
− Able to identify and work with ingredients, able to
use the equipment.
ISD USING DICK AND CAREY’S MODEL
Identify entry  Learner analysis  Target learners
behaviour Learners will be boys and girls in Form 2
 Context analysis who have had some experience in baking
cookies.

 Context
They will be baking in the „kitchen meant for
Living Skills in school, after school hours.
Blended learning can be done as videos and
tasks can be assigned online.
ISD USING DICK AND CAREY’S MODEL
Write  Writing terminal  Terminal objective
performance objective Student will be able to bake a butter cake
objectives following the procedure outlined in the recipe.
 Writing performance
objective
   Example of performance objective:
  − The students will be able to accurately
weigh 250 grams of butter on the weighing
scale (see Figure 5.2).

  − Student will be able to cream butter and

sugar using a mixer to obtain a mixture of
light and fluffy texture.

  − Students will be able to take corrective

action to ensure safety measures in using
electrical equipment are being followed.
 ISD USING DICK AND CAREY’S MODEL
Develop  Based on the objectives stated
criterion above, the test items are
reference created.
tests  As most are psychomotor skills,
observation checklists are used. −
 Verbal information, intellectual
skills and cognitive strategies
can be tested using other test
items: multiple choice, fill in the
blanks (see Figure
5.2 for a sample).
 Checklist for Performance Objective 2: Fluffy texture
 Checklist for Performance Objective 3:
 Test item
A checklist for Terminal objective: To view and taste the
butter cake.
− Look and feel (nice colour, not burnt, fluffy).
Taste suitable and appropriate.
Checklist for Performance Objective 1: To view

student’s procedure of measurement:
− Able to put butter on weighing machine without
mess.
− Able to measure accurately.
− Able to remove or add until the suitable weight is
obtained.
of buttercream mixture.
− Observation of students' procedure in switching
off equipment when not in use, in handling with
care during use.
ISD USING DICK AND CAREY’S MODEL
Develop Instructional strategy:  Delivery system
instructional
strategy  Delivery system − Before instruction: view videos and
 Clustering and answer questions online.
sequencing of content − During class, demonstration and hands-
 Instructional components on activity.
(Gagne’s Nine Events of  Sequencing of content: according to
Instruction) sequence of baking.
 Student groupings  Components of instruction (see Figure 5. 3).
 Grouping: pair-work in hands-on baking
task.
 ISD USING DICK AND CAREY’S MODEL
Develop and Instructional strategy:  Delivery system and media selection
select
instructional  Delivery system and
media selection:
− There are existing videos available,
material which will be employed before class,
− Existing materials such as: http://tasteasianfood.com/butter-
available. cake/
− Production and − Demonstration of measurement,
implementation creaming and folding techniques.
constraints. − Facilitation during hands-on.
− Facilitation  Instructional package
provided.
− Video and quiz before class.
 Components of
instructional package − Recipe list.
determined. − Formative assessment checklist.
 Consider existing − Summative assessment.
instructional materials.
 Develop instructional
materials.
 ISD USING DICK AND CAREY’S MODEL
Develop and Formative evaluation  Formative evaluation design of the
conduct designs: instructional package will be with
formative  Subject matter expert to subject matter experts.
assessment evaluate materials.  To evaluate design, content,
 One to one evaluation instructional strategy.
with learners.
 Small group
evaluation.
 Field trial.
ISD USING DICK AND CAREY’S MODEL
Develop and Summative assessment The outcome is to determine whether
conduct students were able to produce a
summative  Expert judgement on
the suitability of reasonably delicious cake.
assessment instruction, clarity,
feasible.
 Outcomes of learning
were achieved.
Gagne’s Nine Events of Instruction-Example
 ASSURE MODEL
• The ASSURE model is suitable for the development of
instructional media and the selection of media within
learning activities.
• The focus is on the implementation phase. However,
there is also a needs analysis phase to analyse learners’
needs.
• It differs from the others as learner participation is
required for engagement in discussion, small group
activities and formative assessment.
 The Application of ASSURE Model
Problem Task for Science Form 2:
You are given a tooth. From the tooth, make appropriate
analysis to identify what animal it is, and what diet the
animal probably had.
 Step Description
A: Analyse The class is a Form 2 class
learners consisting of multiracial students,
but a majority of them are
Malays, who are averagely-
skilled in Science subject. They
have little experience in problem
solving, have visual and
kinaesthetic learning styles.
S: State The objectives for instruction are:
objectives Student will be able to infer from
the tooth of an animal whether
the animal is a herbivore,
carnivore or omnivore and its
diet, based on theory and
comparisons with models of
named animals.
Details
A more engaging pedagogy is required.
Problem-based learning and inquiry are
selected.
 The objectives are for the students to
investigate the type of diet an animal had.
Learning outcome will be assessed from
the process of scientific inquiry and
problem-solving.
 Assessment rubric will measure:
− Science inquiry skills: hypothesis,
experimentation, conclusions to solve a
problem on the animalsÊ diet.
 Condition: Based on one tooth, able to
make reference from the Internet.
S: Select  The method is problem-based  Real items used (realia).
methods, learning approach with
media and inquiry and investigation.
materials  Instructional materials: A
tooth/ photo of tooth viewed
from two sides.
 Skulls of herbivores (sheep),
carnivore (cat/wolf),
omnivore (rat).
 Access to online search.
 Graphics/photo if insufficient number:
For example:
https://goo.gl/images/zTbTUF
Online materials and photos to explore:
https://goo.gl/images/MMXyqC
 Allow students to search.
U: Utilise Plan in using materials:  Real objects, models and graphics/
media Prepare the environment, providing photos of samples.
models and pictures and online  Worksheets for the following
access. elements:
Prepare the learners to view a video − Making observation;
on carnivores and herbivores. They − Hypothesis;
will have to do the following:
 Observation of the tooth given. − Experiment design to test
hypothesis;
 Make hypothesis on animal,
whether herbivore, carnivore or − Analogies; and
omnivore and its diet. − Giving justifications.
 Investigate by comparing with
the tooth of similar animals in
the laboratory and online search.
 Reason, whether the
conclusions made, is accurate.
R: Require  The learner has to discuss  The learner needs to actively make
learner with group members based observation, hypothesis, analogies,
participation on the observation. and justifications.
 The learner makes a  The learner needs to communicate
hypothesis whether the findings and present and defend
animal is an herbivore, his views.
carnivore or omnivore and
its diet.
 Learner access the Internet
to search/observe models
and discuss to confirm.
 Present findings with
justification to class.

E: Evaluate  Evaluation of objectives to  Were scientific skills achieved?

and revise see if they were achieved.  The problem was too easy, make
 Revise if required. it harder?
 Were materials sufficient?
 Summary
• The Dick and Carey Model comprises of nine stages: identify
instructional goal, conduct goal analysis, identify entry
behaviour, write performance objectives, develop criterion
reference test, develop instructional strategies, develop and
select instructional materials, develop and conduct formative
assessment, and develop and conduct a summative
assessment.
•  
• The ASSURE model has six phases: analyse learners; state
objectives; select methods, media and materials; utilise media;
require learner participation; and evaluate and revise.