Dick and Carey's instructional design model

 Dick and Carey's model is a systematic approach to designing effective and efficient instructional materials. It was first proposed by Walter Dick and Lou Carey in their book "The Systematic Design of Instruction" in 1978 and has been revised and updated since then. There are nine-step for Dick and Carey model These steps are:

Identify instructional goals: before starting instructional designs we need to identify the goal of the objective These goals should be specific, measurable, and aligned with the needs of the learners and the organization.

Conduct instructional analysis: In this step, we need to find out the characters of the learners, the content to be taught, and the learning environment. The purpose is to identify the prerequisite knowledge and skills that learners need to have to achieve instructional goals.

. Analyze learners and contexts: The designer identifies the learners' characteristics, such as their existing knowledge, skills, and attitudes, as well as the context in which the instruction will take place.

Write performance objectives: The designer writes performance objectives that describe the expected outcomes of the instruction. These objectives should be specific, measurable, achievable, relevant, and time-bound.

Develop assessment instruments: The designer develops assessment instruments that align with the performance objectives. These instruments should provide evidence of the learners' attainment of the objectives.

Develop an instructional strategy: Based on the instructional analysis and performance objectives, the designer selects an appropriate instructional strategy that will best facilitate learning. This may involve selecting instructional methods, media, and materials.

Develop and select instructional materials: The designer develops or selects instructional materials that align with the instructional strategy. This may involve developing written materials, graphics, videos, or other media.

Design and conduct formative evaluation: The designer conducts a formative evaluation to ensure that the instructional materials are effective in facilitating learning. This may involve conducting pilot tests, collecting feedback from learners, and revising the materials as needed.

Revise instruction and conduct summative evaluation:: Based on the formative evaluation results, the designer revises the instruction as needed. The designer then conducts a summative evaluation to determine the effectiveness of the instruction in achieving the performance objectives.

Teachers need an academic calendar yes/No;

 

Teachers need an academic calendar to effectively plan and organize their teaching activities throughout the school year. Here are some reasons why a teacher needs an academic calendar:

Curriculum Planning: An academic calendar provides a structured timeline for the entire academic year. It helps teachers plan the sequence and pace of their lessons based on the curriculum objectives. By following the calendar, teachers can ensure they cover all the necessary topics within the allotted time.

Lesson Scheduling: Teachers need to allocate specific time slots for each lesson or unit. An academic calendar helps them schedule lessons, assignments, projects, and assessments, ensuring a balanced distribution of content throughout the year. It allows them to plan in advance and avoid cramming or rushing through important topics.

Time Management: Teachers have multiple responsibilities, including teaching, grading, lesson preparation, parent-teacher meetings, professional development, and more. An academic calendar helps them manage their time effectively by providing a visual representation of important dates and events. They can prioritize tasks, set deadlines, and allocate time for various activities accordingly.

Collaboration and Coordination: Academic calendars are not only helpful for individual teachers but also facilitate collaboration and coordination among the teaching staff. They provide a common framework for planning and ensure that teachers across grade levels or subject areas are aligned in terms of scheduling major events, assessments, or school-wide activities.

Student Preparation: A well-structured academic calendar enables teachers to communicate their expectations to students and their parents. By sharing the calendar at the beginning of the year, students can anticipate what they will be learning and when assignments or assessments are due. This helps students plan their study schedules, manage their workload, and stay on track academically.

                          Thank you !!!!!! 

Write about instructional design for online learning

 

Instructional design for online learning involves the systematic and intentional design of learning experiences and materials that are delivered via the Internet or other digital technologies. Here are some steps you can take to create an effective instructional design for online learning:

Identify the learning objectives: The first step in designing any effective instructional program is to identify the learning objectives.

Analyze the audience: Knowing your audience is key to designing effective online learning experiences. Consider factors such as their age, educational background, experience, and learning preferences.

Choose an appropriate instructional model: There are many instructional models to choose from, such as ADDIE, SAM, and the 4C/ID model. Choose the one that best fits your needs and aligns with your learning objectives.

Develop content: Develop content that aligns with your learning objectives and instructional model. Content can include videos, text-based materials, interactive activities, and assessments.

Choose appropriate technology: Choose appropriate technology that aligns with your instructional model and learning objectives. This can include learning management systems (LMS), social media, and other interactive technologies.

Implement and assess: Once you have designed your online learning experience, implement it and assess its effectiveness. Use assessments and evaluations to gather feedback from learners and adjust your instructional design as needed.

Dick and Carey's model of instructional design consists of nine stages, which are as follows:

 Identify instructional goals: This stage involves identifying the instructional goals, objectives, and learning outcomes of the course or training program. The goals should be specific, measurable, and aligned with the needs of the learners.

Conduct instructional analysis: This stage involves analyzing the characteristics of the learners, their prior knowledge and skills, and the learning environment. This analysis helps to identify the instructional strategies that will be most effective in achieving the instructional goals.

Analyze learners and context: This stage involves analyzing the characteristics of the learners, such as their age, gender, cultural background, and educational level. It also involves analyzing the context in which the learning will take place, such as the physical environment and the resources available.

Write performance objectives: This stage involves writing specific and measurable performance objectives that are aligned with the instructional goals and the needs of the learners. The objectives should describe what the learners will be able to do after completing the course or training program.

Develop assessment instruments: This stage involves developing assessment instruments that will be used to evaluate the learners' performance. These instruments should be aligned with the performance objectives and should measure the learners' knowledge and skills.

Develop an instructional strategy: This stage involves developing an instructional strategy that is based on the instructional goals, the learners' characteristics, and the assessment instruments. The instructional strategy should include a sequence of instructional activities that will help the learners achieve the performance objectives.

Develop and select instructional materials: This stage involves developing or selecting instructional materials that are appropriate for the learners and the instructional strategy. These materials may include textbooks, handouts, videos, and online resources.

Design and conduct formative evaluation: This stage involves conducting a formative evaluation to test the instructional materials and the instructional strategy. Formative evaluation helps to identify any problems or issues with the materials or strategy and allows for adjustments to be made before implementation.

Revise instruction: This stage involves revising the instructional materials and the instructional strategy based on the results of the formative evaluation. The revised materials and strategy are then implemented in the instructional setting.Top of Form

How do you identify students' problem for guidance and counselling ?

 

Every individual need help and support from seniors so, there are several methods to find out the student's problems for guidance and counseling out of these few methods we describe different way guidance counselors can observe students in different setting such as a playground, assembly, Classroom, assembly school bus, etc. In this observation, they can provide students' behaviors and academic performance as well as how to maintain the public relation with their friends and teacher and we can visit their homes also to observe their habits and relationships with their parents and relatives. We can do different types(Formal and informal) of Conversations before the guidance and counseling conversation is the important (one-to-one) conversation with the students that can help identify problems they may be facing. This conversation can be informal, such as during break time, before and after his/her class. Moreover this conversation and visiting only not sufficient to do guidance and counseling the students so we need to do a Survey, this one is used to gather information from students about their needs and wants. The survey can be administered in person or using different Media which can encourage honesty few Childs are introverts they can’t say their details problem so we need to do a survey related to our objective as well as we need to study their Academic records, which one is measure by the counselors to identify about the academic performance and can help academic struggles that may increase his/her academic capacity. It's important to note that identifying students' problems for guidance and counseling requires building trust and rapport with students. Students are more likely to open up and share their problems when they feel comfortable and safe with their counselor.

ADDIE model

 

The ADDIE model is a well-known instructional design and framework which is used to update and the development of effective learning of teaching-learning programs in the classroom as well as regular professional development.

 Analysis:

This is the first stage of the ADDIE model, where the needs and goals of the training program are identified through an analysis of the target audience, their learning needs, and the organization's overall objectives. The information gathered in this phase forms the basis for the subsequent stages.

Design: In the design phase, the instructional goals and objectives are defined, and a plan is created to achieve those goals. This phase involves designing the content, selecting the delivery methods, and developing assessments to evaluate learners'

 Performance.

 Development: During the development phase, the actual training materials are created based on the design specifications established in the previous stage. This includes creating instructional materials, developing activities, and creating

 Assessments.

 Implementation: In this phase, the training program is delivered to the target audience. The implementation phase involves organizing the delivery of the training, providing resources, and delivering the training program.

 Evaluation:

The final stage of the ADDIE model involves evaluating the effectiveness of the training program. This includes collecting data on learners' performance, analyzing the effectiveness of the training materials, and making necessary revisions to improve future training programs.

There is various advantage of the ADDIE model

 Effective teaching and learning.

 While we use the ADDIE model we can demonstrate the same thing in a different way so that we can demonstrate it in a different approach.

 Cost-effective:

by using the ADDIE model we can decrease the cost of teaching and learning we can make different diagrams by using different digital media and so on.

 Customizable:

The model can be adapted to suit different training needs, learning styles, and instructional methods. The ADDIE model is flexible enough to be applied to a wide range of educational contexts

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PRINCIPLES FOR PERSONALIZED INSTRUCTION by W.R.Watson and S.L.Watson

 The information-age paradigm of instruction is customized rather than standardized, learning-focused rather than content-delivery focused, student-directed (or jointly directed) rather than teacher-directed, and entails active learning rather than passive learning,

Bray and McClaskey (2015) also define personalization by contrasting it with differentiation and individualization in a chart that demonstrates the learner-centered and learner-driven nature of personalization. They define it as meaning that learners:

• know how they learn best, and are co-designers of the curriculum and the learning environment

• have flexible learning anytime and anywhere

• have a voice in and choose about their learning

• have quality teachers who are partners in learning

• use a competency-based model to demonstrate mastery

• self-direct their learning

• design their learning path for college and career. (p. 34)

The United States Department of Education (2010) defined personalization in its 2010 National Education Technology Plan report: “Personalization refers to instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners.