Share which of the models you enjoyed the most and why, now that you’ve had the chance to learn about many design and development models in this unit and have noted their differences and similarities. Describe your preferences for each model, if you have more than one.
Comment with your analysis in the section below.
Applying Instructional Design Model
I prefer the backward design model because I am familiar with it in my daily work experience, and it stands out as an effective approach for lessons and unit plannings. This model starts with a clear learning target and I focus on three essential questions that point the main areas of student learning. For example: What do I want my students to learn by the end of this class or unit? This question clarifies the end goal and provides students with awareness of the learning objectives from the beginning.
Once the goal is established, the next step is to identify the specific learning tasks and steps students need to take to achieve it. These steps reinforce the focus of individual lessons, allowing for a thoughtful exploration of ideas and providing the support students need to succeed. The relevant thing is that students are well informed and aware about what they are learning.
The backward design framework resonates with educators who value goal oriented planning and organization, especially those working with inclusion and Individualized Education Programs (IEPs). By aligning instruction with predefined goals, educators can tailor their teaching to meet individual student needs, ensuring successful learning outcomes for all students.
This model proves to be a unique and impactful tool, offering a structured and flexible approach to lesson planning that prioritizes the desired learning outcomes and maximizes student learning.
Evaluating the Different Instructional Design Models
As I reflect on the instructional design models we have studied, I see that backward design, ADDIE, and 5E models share several key qualities that make them valuable for creating an effective class. Each model emphasizes the importance of clear objectives, careful planning, and purposeful organization to ensure students gain meaningful learning experiences. With backward design, I start by identifying end goals and work backward to build aligned activities, ensuring that every step connects directly to what students need to achieve. ADDIE, on the other hand, provides a structured process that takes me through essential phases, from analyzing needs and designing activities to evaluating outcomes. This model’s step-by-step nature ensures that nothing is overlooked, which is crucial for meeting diverse learner needs and refining the lesson’s effectiveness over time. Each model, in its own way, encourages me to think deeply about what my students need and how I can support them in reaching their goals. Together, these approaches offer flexible but focused methods for building well-rounded, impactful lessons that are both goal-oriented and adaptable to a variety of student needs and classroom dynamics.
The 5E model shares with backward design and ADDIE a commitment to structured, goal-oriented learning, where each phase has a clear purpose and builds on the previous steps to create a cohesive learning experience. In the 5E model Engage, Explore, Explain, Elaborate, and Evaluate. I find a learner-centered approach that allows students to gradually build understanding through exploration and active engagement, similar to how backward design and ADDIE emphasize intentional planning and step-by-step processes. Like backward design, the 5E model keeps the learning objectives front and center, especially during the evaluation phase, where I assess students’ understanding against these goals. With ADDIE, it shares a methodical approach, where each stage (such as Exploration or Elaboration) is essential to the next, allowing me to refine the lesson based on students’ needs as we progress.
The 5E model is especially important for classroom effectiveness because it engages students at each stage of the learning process, guiding them from initial curiosity to deeper understanding and application. This structure allows me to see where students may need extra support, while also giving them room to discover concepts on their own, which increases engagement and retention. By combining these structured phases with clear objectives, as in backward design, and a systematic process for refining lessons, as in ADDIE, the 5E model supports a dynamic, interactive learning environment where students are more likely to achieve meaningful and lasting understanding.
For various reasons, I found the 5E Model (Engage, Explore, Explain, Elaborate, Evaluate), Bloom’s Taxonomy, and Backward Design to be the most captivating of the instructional design and development methods studied.
The 5E Model stands out for fostering active, inquiry-based learning through five stages: Engage, Explore, Explain, Elaborate, and Evaluate. It supports a variety of learners, promoting teamwork and exploration. In my experience, this model is also compatible with today’s tech-enabled classrooms, integrating smoothly with digital and collaborative tools.
I appreciate how Bloom’s Taxonomy helps students progress from fundamental information to more complex abilities like evaluation and analysis. By organizing assignments to progress through these phases, Bloom’s promotes deeper learning and assists students in comprehending and applying the content in a variety of settings. It is particularly helpful for developing tests that assess critical thinking, which makes it perfect for courses where solving problems is essential.
I like Backward Design for its focus on clear learning outcomes from the start, aligning all instruction and assessments to support student success. Starting with end goals ensures content is relevant and meaningful, which is especially helpful in diverse classrooms where objective-driven approaches promote individual progress. This model also supports universal design principles, enhancing accessibility and inclusivity in materials and assessments.
Backward Design and Bloom’s Taxonomy are preferred for designing content with clear, structured outcomes and assessments focused on mastery and cognitive development.
The 5E Model is appealing for its flexibility and adaptability, which support ongoing feedback and active, inquiry-based learning.
Hello Yrka, I agree with you because I like the 5E and Backward design Models. They are students centered and are flexible. They state a clear goal at the beginning become students aware about what they are leaning. As well as state essential questions that are key pointing for students focus.
The two main models that I like are Gagne’s Nine Events of Instruction and Backward Design. Gagne’s Nine Events of Instruction seems long but it provides a framework that allows students to make learning connections. For example, the first step is to gain the attention of the student. This is critical. If the student is not interested in the lesson, then it will be hard to get them to stay focused. The second step of this model is to present the student with the goals of the lesson. This is critical as well. Students need to know the target that they are expected to reach so that they do not become off task. The remaining steps continue to address the mental conditions needed for effective learning.
Backward Design is a very effective model. This model helps teachers to stay focused on the main goal of students’ learning. This allows teachers to use the tool of abstraction in computational thinking to take away or stay away from lessons and activities that do not assist students in reaching the main goal of their learning.
Hi Jean,
Thank you for sharing your thoughts on Gagne’s Nine Events of Instruction! Indeed, capturing students’ interest and outlining learning objectives precisely are the first stages toward fostering focus and engagement. The adaptability of Gagne’s model to various learning environments emerges from its emphasis on the mental processes required for successful learning.
Triple E Framework: It focuses on how the use of technology supports engagement, enhancement, and extension of learning goals. Triple E is great for teachers to integrate technology into the lessons. One of the main goals is to make sure student’s engagement and enhance their understanding.
5E Model: this tool consists of five phases, engage, explore, explain, elaborate, and evaluate. It strategies to help students understand the concept by incorporating hands-on, and collaboration. The 5E is designed to make sure all students have access to learning regardless of their learning ability
Bloom’s taxonomy: It consists of six categories to outline learning objectives. Remember, understand, apply, analyze, evaluate, and create. Educators use Bloom’s Taxonomy to assess learning at different levels to make sure students think higher. It creates clear measurable learning objectives that help students develop a range of skills.
A few models I like are:
1. ADDIE: This model is super organized with its five clear steps—Analyze, Design, Develop, Implement, and Evaluate—making it easy to follow for almost any project. Its flexibility allows for adjustments along the way.
2. SAM: This model focuses on quick feedback and adjustments, which is great for projects that require constant tweaking. I appreciate how it emphasizes collaboration and fast prototyping, allowing you to see what works immediately.
3. The 5E Model: This model—Engage, Explore, Explain, Elaborate, Evaluate—is excellent for hands-on learning. It keeps students engaged and encourages active participation, making it especially effective for subjects that benefit from exploration, like science.
Each if these models serves different needs: ADDIE is reliable for structured planning, SAM is ideal for flexibility, and the 5E Model is perfect for active learning.
Hi Zandra,
I agree that the 5E model is good for science. Exploration is key when it comes to learning science concepts.
I particularly enjoyed Bloom’s Taxonomy for its structured approach to categorizing educational goals, which helps instructional designers ensure that learning objectives are challenging and aligned with desired outcomes. Its clear hierarchy fosters deep understanding and encourages higher-order thinking skills, making it a valuable tool for creating practical assessments.
Backward Design resonates with me because it prioritizes the end goals of instruction. Starting with the desired learning outcomes encourages educators to think critically about how to assess learning and identify the most effective instructional strategies. This approach ensures that all curriculum elements are purposefully aligned, leading to more coherent learning experiences.
The 5E Model stands out for its emphasis on inquiry-based learning and active student engagement. Guiding learners through engaging, exploring, Explaining, elaborating, and Evaluating fosters curiosity and deeper understanding. This model promotes active participation, making learning more meaningful and enjoyable, which is vital in promoting student success.
These models collectively emphasize clear objectives, purposeful design, and active learning, making them my preferred frameworks for effective instructional design.
Hi Elena,
I like backward design as well. It helps us as educators to only focus on lessons and activities that will help our students achieve the main goal of each unit.
After learning about various instructional design and development models, a few stood out to me because they fit well with what I’m doing with my Spanish for Heritage Speakers classes, especially after taking EDU 226 and Edu 227:
Instructional Design Models:
Triple E Framework: It helps me to determine how to use technology in ways that truly help students learn, not just as a fun add-on. It encourages engagement, deeper understanding, and applying knowledge outside the classroom. This is important to me because I want my students to use their Spanish skills in real-world situations, not just in class.
Backward Design: This is the model I use the most because it makes planning so clear and purposeful. By starting with the end goal, I can think about what students need to know to complete tasks, like real communication projects in Spanish.
5E Model: I find this model helpful because it gets students involved in their own learning. The stages: Engage, Explore, Explain, Elaborate, and Evaluate, give them a chance to actively participate and explore ideas, which fits well with the real-world tasks that I’m doing in my classes.
Instructional Development Models:
Kemp’s Instructional Design Model: I like this model because it focuses on using multimedia and technology, which I already integrate into my lessons. It gives me flexibility in how I present content, so I can adjust based on my students’ learning styles and keep them engaged with interactive lessons.
Merrill’s First Principles of Instruction: This model focuses on applying knowledge to real-world tasks. It matches my goal of helping students use Spanish to solve real problems. The stages of activation, demonstration, and application help guide me in structuring lessons that make learning more meaningful and connected to everyday life.
Hola Sara,
Great observations! Given its emphasis on multimedia and ability to accommodate different learning styles, Kemp’s concept does seem ideal for developing dynamic, captivating lessons. Merrill’s emphasis on real world applications is also perfect, particularly for language learning like Spanish, where relevance and retention can be greatly impacted by practical use. We appreciate you discussing how these models support your educational objectives.
Hey Sara, good job. I agree with you about the Triple E and 5E design Models are very good and share key strategies to guarantee students succeed , as well aa the effectiveness of the teaching process.
Blooms Taxonomy is one that I like because it starts of with a basic level of understanding to a more complex. Each point builds on the next. It provides a nice clear guide for setting up instruction with clear expectations of what the learning should look like at each step.
I also like the backwards design model because it proposes a different way to ensure the learning happens. It asks us to consider the end goal to guide what the objective should be. It is a way to rethink the learning when we are unsure of how to approach a particular lesson.
I enjoyed the ADDIE model, which is an acronym for Analysis, Design, Development, Implementation, and Evaluation. I feel this model is a clear guideline for building effective materials. It is easy to follow and it includes accessibility in the development phase. During the development phase it includes content and mentions the use of photos and audio as needed. Accessibility is a big component in development of materials as we know everyone learns and accesses information in different ways so I feel this model includes that concept and that stuck out to me.
https://www.instructionaldesigncentral.com/instructionaldesignmodels
Dick and Carey’s Model and Universal Design for Learning are the two models I enjoyed the most.
I find the Dick and Carey model very thorough. As someone who likes steps, I think that the 9 overarching stages or steps for planning effective instruction are easy to follow and leave enough space for development. According to edis.ifas.ufl.edu, “The Dick and Carey systems approach considers components such as the instructor, learners, materials, instructional activities, delivery system, and the learning and performance environment”. As a special education teacher, it is my job to create specially design instruction that will enable students with ieps access the curriculum and learning goals. When I think about instruction I think of our diverse students and learning modalities. I also think of the challenges students face, and meeting them where they are to provide growth opportunities. The Dick and Carey model stresses identifying instructional goals while taking into account the learning environment, performance levels, and student experiences. This is one of the reasons I connect with this model as well as Universal Design for Learning. The UDL guidelines provide specific checkpoints for differentiation. I find UDL to be just and fair. The UDL guidelines bring down barriers of biases and promote a fair process for all students.
The models that I enjoyed the most include Backwards Design and ADDIE.
Backwards Design was developed by Grant Wiggins and JayMcTighe. This method is both student-centered and result oriented, and is very helpful in developing units for a curriculum. I am familiar with this model and have used it to develop my unit plans in the past. The Backwards Design method starts by identifying the desired results/outcomes, or what you want your students to be able to do/understand by the end of the unit. Then you develop the types of evidence that students should be able to produce to show that they understand the outcomes. Finally, the third step of backwards design is to develop the actual instruction to help students achieve the indicated outcomes. The process is very logical and straightforward.
The other model that I enjoyed learning about was ADDIE. I appreciated the linear approach of this model, from Analysis, Design, Development, Implementation, and Evaluation. I also think it is important that evaluation is implemented at each step of the design process in order to design effective instruction. I found the ADDIE model to be very practical, and takes into consideration factors that can influence student learning and engagement, such as existing student knowledge, desired student performance, looking at the class schedule, development of visuals and individual assignments in the unit, etc.
The backward design model stands out as an effective approach for lesson and unit planning. It starts with the essential question: “What do I want students to learn by the end of this unit?” This clarifies the end goal from the outset.
Once this goal is established, the next step is to identify the specific steps required for students to achieve it. These steps become the focus of individual lessons, allowing for a thoughtful exploration of ideas and the necessary support for students to succeed.
The Backwards Framework resonates with educators who value goal-oriented planning and organization, particularly those working with Individualized Education Programs (IEPs). By aligning instruction with pre-defined goals, educators can effectively tailor their teaching to meet individual student needs and ensure successful learning outcomes.
This model proves to be a unique and impactful method, offering a structured yet flexible approach to lesson planning that prioritizes the desired learning outcomes and maximizes student learning potential.
I enjoy learning about the 5E because it seems more for the students and how they can explore and create new things. This can help the teachers see where the student’s heads are and where they can help them more and benefit from.
I got curious about the Backward Design Approach. The reason for that is that I tend to do some backward planning even in my personal life. This approach is new to me, but I think learning something new is always very intriguing. I like how you start with your end goal in mind and work backward to develop activities and assessments that align with those goals. If I were to use the CT approach, once I get stuck, then I would have to go back and debug.
The module I enjoyed the most was GAGNE’S 9 EVENTS OF INSTRUCTION. I like it because it’s like an algorithm the way it’s sectioned into different specific required parts. I like that it prioritizes telling students the objective and recalling prior information before diving into content. Although this model is one for an entire course, I think it can be transferable on a small scale into a lesson.
I like learning about Gagné’s Nine Events of Instruction. It focuses on cognitive processes and ensures that each instructional event aligns with how learners process information, making it very effective for knowledge retention and application.
I like ADDIE and how applicable it is. ADDIE provides a clear, step-by-step process that covers all phases of instructional design and development. It can be adapted to various educational and training contexts, making it highly versatile.
With familiarity comes confidence so I’m partial towards, the Triple E Framework, UDL, and the 5E Model.
I liked Gagne too! I think you’re right that it is really aligned with what we learned about how learners process information.
Robert Gagne’s Nine Events of Instruction is a systematic instructional design model that provides a framework for creating effective learning experiences. Lessons can be engaging, effective, and well-structured to cater to different learning needs and styles.
I like that it gains the student’s attention by presenting a question or using multimedia. Students are informed of their learning targets and understand what they need to achieve. The model connects new information to what learners already know which helps with retention. Information is structured in a sequence that is clear which will aid in comprehension. Students are expected to practice the skills through exercises, activities and/or simulations with timely and constructive feedback. The assessments in the model allow instructors to gauge student understanding and adjust instruction if necessary. Lastly the model encourages students to transfer strategies to real-world situations which enhances long-term retention skills.
I also like Bloom’s Taxonomy, which is a hierarchical framework that classifies educational objectives into six levels of cognitive complexity. I appreciate that the model sets the tone with clear learning objectives representing a different cognitive skill. The skill development is characterized by lower-order thinking skills to higher-order thinking skills which some students have the most difficulty with. Such skills are: analytical thinking, synthesis and evaluation. The design allows educators to build on the cognitive complexity and assessments with learning objectives to provide a more accurate understanding and application of the lesson goals. Bloom’s Taxonomy can be adaptable to various subjects, levels and promotes critical thinking skills. Lessons can be differentiated and with the support of focusing on higher-order thinking tasks, it will encourage students to use such skills for real-world experiences.
Share which of the models you enjoyed the most and why, now that you’ve had the chance to learn about many design and development models in this unit and have noted their differences and similarities. Describe your preferences for each model, if you have more than one.
Instructional design and development as “the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning” (Reiser, 2002, p1). There are more than 34 design models listed on the Survey. Some of the models I enjoyed the most are ADDIE, Merrill’s First Principals of Instruction, the 5E model.
I like the ADDIE process, a learning development model for Analysis, Design, Development, Implementation and Evaluation. ADDIE integrates the evaluation of learners’ needs, design and development of training materials. It is the foundation of all processes and can be used alongside other Instructional design options.
The 5E model, based on Constructivist theory of learning, is a carefully planned inquiry based sequence of instruction, Engage, Explore, Explain, Elaborate, and Evaluate. It places students at the center of learning.
Merrill’s First Principals of Instruction is problem centered based on 5 principals with 3 levels of progression: Show task, Task Level, Problem progression
Principal 1- Problem Centered
Principal 2 – Activation
Principal 3 – Demonstration
Principal 4 – Application
Principal 5 – Integration
It is where existing knowledge is activated as a foundation for new knowledge that is demonstrated then applied and integrated into learners real-world,
Evaluating a design model Choosing or designing the proper and most effective design model is a daunting task that must be executed using your computational thinking skills.
After reading all the models the ones I enjoyed the most are the 5es and backward design. I love the fact the the 5es not only engages the students in the matrials but it also boosts their critical thinking skills. I think that the backboard design is supper cool because it helps instructors to understand what the students really need to learn.
I liked the Backwards Framework since I thought it was a different and possibly effective way of planning and organizing to meet objectives. This is something that I do most of the time since I must work with the goals provided on the IEP to achieve them and that helps shape my instruction.
I also liked the Dick and Carey model since I saw it align somewhat to what we do in therapy or when working with students that are at risk for Speech and Language delays. You must, assess and plan instruction, teach and then reasses.
I feel familiar and comfortable with the Triple E Framework and 5 E model since we learned about them in 226 and I saw how well they can be used to create engaging and effective lessons. I really liked the criteria utilized to evaluate resources and lessons.
I find the backwards design model is the most effective way we can plan in our lessons and unit. When lesson planning, it is important to consider the question, “what is it that I want the students to learn at the end of this unit?” That means you’re already starting off with the expectation. Once you have your end goal in place, you are then able to think about what steps are needed for the student to successfully learn this at the end of this unit. Those topics then become your lesson focuses. This part of the backwards design model allows for exploration of ideas and supports that students might need in order to become successful in their learning.
Bloom’s taxonomy is a way to organize our questioning and move students through the process of learning. When I started teaching this was the guide to achieve learning objectives. I will continue using this model to guide my questioning to allow students the opportunity to achieve higher order thinking. As I continue my own learning, I would like to try using the backward design model and 5 E. Using the backward design to identify the learning outcomes and working backward to identify materials and technology students can use to achieve that objective will help me plan for what students need to learn and what they will use to achieve the goal. This will increase my students knowledge of skills and concepts. At the same time 5 E seems powerful. Having students working collaboratively to observe, investigate, analyze and draw conclusions, while I act as a facilitator, can help students dig into content and use their own creativity.
The model I like the most is 5E. It is something I am familiar with when I taught departmentalized math since the program we were using at the time incorporated 5E to teach each lesson. In my school administrators want students to construct knowledge and meaning from experiences. They also want students to learn by posing, investigating and answering questions.
The Backward Design and 5E models are my favorite. I think I was taught to design instruction using both of these models, I just didn’t have the language to explain my process at the time.
It just seems intuitive for me to think about what I want students to be able to do and how they can demonstrate their learning first. Then, I use 5E to make sure that the lesson is engaging and that students understand what they are doing so that they can apply that newfound knowledge.
I think backwards design would be one that I am interested in. Since my learning targets are structured as goals that will be met by the end if class why not structure the lesson from a goal detect barriers that would get in the way so i can focus the the deliverance , differsnation, digital tools, ect that I will need to meet that learning target. 5E is student centered and is used alot in the classrooms but I feel trying new stargties in the classroom will also help us think on demand for students when we need to accommodate/ strategize.
After reviewing the many different models, I realized that I would be interested in trying out backward design, because I like the idea of thinking about the end goal first and breaking down the different parts needed to achieve that goal. As well as the assessments that can be used to measure whether or not they have met the desired outcome.
Nonetheless I still prefer the 5E framework because it is more student centered and provokes students to critical think and drive the instruction. It allows for activation of prior knowledge and evaluation to get to the goal. It is also more of a sequential process, which can be helpful during the planning process of a lesson.
kattie, I agree! Backwards design is like using Computational thinking. I feel it would be a good strategy to try in the classroom .
There are so many different models out there.. I had no idea and I am part of continuous professional development through CSForAll. After looking at many of them, I still fall back on the ones I rely on. Backwards Design and 5E that I learned about in EDU 226 are more favorites. 5E is student centered which is great. My school also focuses on backwards design so it falls into place with our current philosophies. You can make real world connections and attempt to solve real world problems. It leaves room for creativity and taking chances. These methods also allow me to plan for units and stations within that focus on a variety of learning targets and skills.
I am amazed at all of the different models. After reviewing and getting some basic understanding I truly have a preference for the 5E, Backward Design, and Design Thinking Models. These are the models I am most familiar with and I agree with Vanessa, that 5E is the most student centered model. Each stage is always ties to the what the students will experience on their way to master of the learning goal. The model is flexible enough to use over several lessons/activities. I appreciate how Backward Designs asks your to first look at what are your learning goals for the students and then reflect on the process. Design thinking is strongly tied to my engineering curriculum.
I like backward design as well, I feel if we structured our learning targets as learned goals it can help us stargetize more when we are lesson planning.
I agree 5E is very flexible to be used with a variety or lessons/activities.
After reading about all the instructional design models. I prefer the 5E. I like the 5E because it is very student centered. Students are able to explore and test their own ideas. Then they can apply what they have learned in the Elaboration phase. It also integrates group work which is very engaging and helps students get ready for the future. In addition, GAGNE’s Nine Events is something that I am very familiar with. I often follow these steps when I do my lessons. I think engaging students and activation their prior knowledge are powerful steps in any lesson. Although, both are great instructional models. I believe the 5E is better because it is more student centered. My goal is to create a Flipped Classroom with lessons using the 5E instructional model.
I also prefer the 5E model as well because of that same reason, it is more student driven.
Now that I have learned more about instructional models I find that I like ADDIE and the 5E model the most. They both share similarities with the Video Game Animation process of brainstorming, designing a prototype, developing a working model, play testing and troubleshooting as well as giving Feedback . ADDIE involves Analysis, Design, Development, Implementation and Evaluation, whereas the 5E Model incorporates and emphasizes student inquiry base and active participation by encouraging them to engage, explore, explain, elaborate, and evaluate.
I like two models: Merrill’s Instructional Design Principles of Instruction and Gagne’s Nine Events of Instruction. Merrill’s is one I would consider because it places a strong emphasis on the learner, focusing on their needs, interests, and goals. It also lends to real world experiences in and outside of the classroom. This can help ensure that your instructional materials are relevant, engaging, and effective. I also like Gagne’s because it provides a systematic approach to designing instruction that can help ensure that I cover all the steps to create effective instruction and engage students. It can also be adapted to different instructional modes, including traditional classroom-based instruction, e-learning, and blended learning.
When I first started looking at the models, I thought I liked many of them or felt good about them. The model that I enjoyed the most at first was the Merrill’s Instructional Design Principles of instruction. I really liked how this ID is structured. I love structure. Merrill’s design has 5 principles.
“Learners are engaged in solving real-world problems. Existing knowledge is activated as a foundation for new knowledge. New knowledge is demonstrated to the learner. New knowledge is applied by the learner. New knowledge is integrated into the learner’s world.”
However, I also liked Rapid Prototyping design also. With Rapid Prototyping, it is “a non-linear approach that produces a sample working model that is a scaled-down representative version of the whole course.” I love this idea. It means that you come up with a quick draft of an idea, you discuss it with the stakeholders then you revise and come up with a new workable solution. I love it. There isn’t time wasted on things that don’t meet the needs of the lesson. There is reflection in the beginning so that things are what they should be.
These 2 principles are how I would like to create and/or implement lessons in my classroom. I think it is important to try to find an efficient way to create engaging lessons for students.