ADDIE+Defined+and+Design


 * __ ADDIE: Analysis, Design, Development, Implementation and Evaluation __**

The ADDIE instructional design model stands for **a**nalysis, **d**esign, **d**evelopment, **i**mplementation and **e**valuation. ADDIE’s main focus is to place the learner at center stage instead of the instructor. It asks an instructor to look at what they would like the outcome of the lesson to be and plan each step accordingly. Most importantly it asks that the instructor always be evaluating their approach and fine tuning the methods, materials, and assessments to ensure that the lesson remains student-centered and that each students is meeting the expectations of the lesson. So, what does each step mean?


 * __Analysis__**

The analysis portion of ADDIE is needs driven. It requires the instructor to ask a series of questions. Why are you teaching this lesson or unit and who is responsible for learning? Do you have different learning styles that need to be accounted for? What will success look like? How will the learners demonstrate success? Will success look different for some learners? What is their prior knowledge? Do you have available resources?


 * //__Example Analysis:__//** A teacher is beginning a unit of study on animal and plant cells. The class is a group of 5th grade students. The classroom has students with many different learning styles. Prior knowledge will be determined with a pre-test. Success will be measured with a series of informal assessments and a formal assessment at the end of the unit. The learner will demonstrate success by participating and responding verbally and in written form, completing an activity that requires students to work together with the text, have a completed computer designed project, and taking a formal assessment of all material covered in the unit. Some students will have modified activites based on IEP’s or other learning/behavioral factors. Others will be working on a challenge research piece based on their pretest. The resources that are available: Interactive Whiteboard complete with student response system, pre-made cloze activity, microscopes and cell slides, exam view modifiable formal assessment.


 * __Design__**

Designing a unit/lesson requires an instructor to look ahead and anticipate the expected outcome. Start with what the group already knows and move toward an objective. What is the means of organization? Sequential or do you jump around? What means is the instructor going to use to present the information? As you are presenting the information what types of activities will you be using? How and when will you assess the learners.


 * //__Example Design:__//** The unit will begin with a pretest. This is done to accurately separate those that need to be challenged from the on-level and below level learners. The informal assessments will be in the form of hands-on activites (labs), partner cloze worksheet, an interactive cell vocabulary placement, a cell project and a final unit test. Students that performed well on the pretest will have an independent research project requiring them to look deeper into cell functions. A rubric is needed for this. The learner will demonstrate success by participating in the lab and responding verbally and in written form, completing a cloze activity that requires students to work together with the text, have a completed computer designed plant and animal cell correctly labeled and functions described (rubric needed), and taking a formal assessment of all material covered in the unit. Information will be presented using the text, interactive whiteboard pre-made cell presentations, as well as pre-made student response system quick checks, audio text and direct instruction. Learners will be informally questioned throughout the unit both verbally and using SRS. They will also complete the previously mentioned tasks and projects to measure learning.


 * __Development__**

Development began with analysis and design. Therefore the steps of development are to create the materials needed, review everything and try them out or do a test run. A true test run for a unit of instruction unfortunately requires you to test it on your students. Meaning, we as teachers don’t have the luxury of teaching students twice. When we need to re-teach it means that we have evaluated the outcome and determined it unsuccessful. It is your responsibility to assess as you go. This will be discussed further during the evaluation stage.

//__Example Development:__// The development stage of the cell unit requires the instructor to review existing materials and create anything that is not already available. As a seasoned teacher you may have many of the materials. This is something that you looked at in the analysis stage. However, you may have changed some items and need to make revisions to existing items. This is where that would occur. An example could be that you need a rubric for your advanced students to complete their research project. Or, you need to make an interactive lesson using the IWB.


 * __Implementation__**

During the implementation stage the instructor is doing just that, implementing. The instructor is taking all of their hard work and planning and beginning to teach. A certain amount of time to teach the unit has been pre-determined and the “test run” begins.

__Example Implementation:__ During this initial “test run” it is crucial to look to the students for feedback. That feedback, in the case of the cell unit, will come in many forms. The instructor must look to see that students are having success and not feeling frustrated. They must use all the formal and informal assessments as feedback to fine-tune the lesson. The only way to know that you hit a home run with the lesson is to make sure you are using feedback.


 * __Evaluation__**

The evaluation phase is the most important phase for an instructor that wishes for is/her students to be challenged and successful. A great instructor should be willing to go to or return to the evaluation process. Evaluation allows the instructor to make the changes necessary to ensure students success. It also helps to create a unit or lesson that is easier to teach. The goal of a teacher should be to work smarter not harder However, that cannot be done without some initial hard work in the form of evaluation.

Example Evaluation: Did the students have success at each stage? Meaning, the instructor must evaluate formatively at each individual stage of completion. The cell lesson required students to re-read a chapter and complete a cloze activity. However, as the students are attempting to do the cloze activity you realize that the pre-made worksheet that come with the science series is frustrating your borderline on-level students. At this stage you reevaluate and determine that a small group or a starting letter would allow these students to have and feel more success. The instructor must be making changes as they go especially during the “test run” of the unit. The same can be said for summative evaluation. Once you get to the end of the unit you must use all of the information gathered, including the formal end of the unit assessment, to evaluate everything.