Blog #3



The first model that I looked at was the ADDIE evaluation model.  There are five parts to this model.  The first is Analysis,  this is where the goals and objectives are set.  In this phase all the "what to do's" are written down.  Next is Design, this is where the plans are put into order.  This is where the objectives need to be in place in a sequence,  and a strategy needs to be developed about how to carry out the procedures/plans.  Development is the next section.  In this phase the designers create and develop the project using a variety of tools.  The Implementation phase is where all facets of the program is put into place and tested.  Also at this stage the facilitators are given their instructions and training.  Lastly, is the Evaluation phase.  In this section there are two evaluations taking place, formative and summative. The formative evaluations are taking place throughout the entire model, but the summative evaluation takes places at the end to make sure that each one of the objectives or goals have been met.

The other model that I reviewed was Merrill's First Principles of Instruction.  There are four parts to this design that is centered around problem solving learning.  They are:

1.  Activation of Prior Knowledge

2.  Demonstration of Skills

3.  Application of Skills

4.  Integration of Skills

This theory states specific principals:

Learning is facilitated when learners are engaged in solving real-world problems.
Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.
Learning is facilitated when new knowledge is demonstrated to the learner.
Learning is facilitated when new knowledge is applied by the learner
Learning is facilitated when new knowledge is integrated into the learner's world.

Problem:  Merrill states that in order for students to obtain and become successful and complex problems they must first trying and successfully completing a simple problem.  When this happens the teacher/facilitator will then be able to build on those skills acquired so that the students will be able to accomplish completing more challenging problems. He also states that all problems should relate to the real world, and be relevant to the student.

Activation:  Merrill states in the principals that prior knowledge has to be activated in order for true learning to occur.  If prior knowledge is activated then it holds relevance that will sustain and expand new learning

Demonstration:  Merrill states that in order for true learning to occur then the facilitator must demonstrate the new information/knowledge that is to be gained, it is not to be shown or just explained.  He also discusses how it is important to make sure that the information is provided in a variety of ways, using media and other outlets.  It is also important to make sure that the demonstration is consistent with the goals.

Application:  Merrill states the importance of giving several opportunities for the learner to engage in different ways of solving the problem.  We would not expect someone to master a skill without several chances to practice and the same thought process needs to be addressed in the classroom.  Another important principal is to make sure that the teacher is there throughout the process to facilitate and guide the learner providing consistent feedback.  Above all else make sure that the learner is using the new knowledge or skills to solve the current problems, which align with student objectives/goals.

Integration:  Merrill states that in order for learning to truly occur the learner must be able to integrate their new knowledge or skill into their everyday life, this is how learning continues and is embedded.  They must find a way to demonstrate and and reflect upon their new found knowledge and skills. If there is a connection with new skills and everyday life then the knowledge will be sustained. 



I have and would use both of these models in my classroom to evaluate a project.  In the past I used these methods not even knowing what exactly they were, but I did follow the steps.  For example, when kids would work on an assignment we would look at the problem or what our goals were and set up our goals and objectives for that lesson (Problem/ Analysis).  We would then plan out how we were going to get to our end result.  We would put things in order and discuss the sequence of how we were going to solve that problem (Design).  During our discussion of activities I usually would try to activate prior knowledge.  I was always taught to have the students make connections in order for the learning to have meaning. (Activation). I would then model for the students what i wanted them to do.  We would walk through the process together to make sure that had complete understanding before they attempted the problem/project on their own (Demonstration). Next, the students would begin creating their projects or working on whatever new skill was being taught (Application, Development and Implementation).  After the project was done I would review using a summative assessment along with my observations and records of how the project went (Evaluation).  The integration section is where I usually fell short.  If I was to go back and use this model now I would have the students go home and use the skill or knowledge that they gained and then come back to the group to reflect on what was learned (Integration).


Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

I would want to know if the goals and objectives were met and how specifically they were met?

Was the activity grade appropriate?

Did the goals and objectives meet the State Standards for that subject and grade?

Did the activity provide for a valuable learning experience?

How are the learners going to be able to use this new knowledge or skills in everyday life?

What were the positive and negative aspects of the lesson and how could the lesson be improved?

How will the students interact with each other, if at all, for the lesson?  Groups, Individuals, or Partners

Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

This is a problem that I currently face.  I have tried to show the teachers on several occasions on how to use new technology that is either inexpensive or free.  I have showed them resources that we currently have and it is quite a challenge to get them to participate.  It is very hard for me to get new resources because of the very slim resources.  There are 4 phases in Situational Leadership:

1.  The first part of the phase is giving detailed instructions about what the new program is.  At this point the leader is in complete control of the project.  They are to give information so that the teachers are aware and become familiar with what is being taught.

2.  The next phase is partial leader and partial teacher directed.  This is where the leader starts to clarify some of the questions that the group may have.  They begin working with the product, but still need some direction and guidance.  This is what they call the "Buy in" part of the phase.

3.  Again, the third phase is still partial leader and teacher directed.  Only this time the teachers will take more of the reigns.  The leader now will reward the team for efforts.

4.  Phase four is were the leader steps back and lets the group become the leaders, where they are working very closely with the product and the leader is there strictly to supervise.



When reviewing the resources at your campus, the first thing that the leader needs to accomplish is what resources will be valuable to your campus.  Finding these things out is done through constant communication with your team.  If the leader wants the "buy in" for what ever product is being used then you have to make sure that you collaborate with those on your campus to make sure the products will be used, they are age/grade appropriate, easily accessible, and they will meet the needs of the students and staff.