1. Development
1.1. Gagné's 9 Events of Instruciton
1.1.1. 1: Gain Attention
1.1.1.1. something quick to grab attention before the students have time to be bored
1.1.2. 2: Inform Learners of Objectives
1.1.2.1. actually explain objectives (don't just show the formal objective in the lesson plan)
1.1.3. 3: Stimulate Recall of Prior Learning
1.1.3.1. attach current topic onto a larger, thematic framework
1.1.4. 4: Present Content
1.1.5. 5: Provide Guidance
1.1.6. 6: Elicit Performance
1.1.7. 7: Provide Feedback
1.1.8. 8: Assess Performance
1.1.8.1. possibly an exit slip, though this can be accomplished during effective feedback
1.1.9. 9: Enhance Retention and Transfer
1.2. Gradual Release of Responsibility
2. Implementation
2.1. constantly reassess based on every other aspect of ADDIE
3. Evaluation
3.1. formative
3.2. summative
3.3. assessment technology
3.3.1. SMART response
3.3.2. Turning Point
3.3.3. Google forms
3.3.4. Socrative
4. Analysis
4.1. learner and content analysis
4.1.1. 1) current content knowledge
4.1.2. 2) research to fill in knowledge gaps
4.1.3. 3) what matters?
4.1.3.1. in terms of your students (relevance)
4.1.3.2. in terms of sequencing
4.1.3.2.1. topical
4.1.3.2.2. whole-to-part/part-to-whole
4.1.3.2.3. known-to-unknown/unknown-to-known
4.1.3.2.4. step-by-step
4.1.3.2.5. chronological
4.1.3.3. in terms of all other contextual factors
4.2. task analysis
4.3. needs analysis
5. Design
5.1. objectives
5.1.1. Terminal Objectives
5.1.1.1. Enabling Objectives (that lead to TOs)
5.1.2. categories of objectives
5.1.2.1. cognitive
5.1.2.2. affective
5.1.2.3. psychomotor
5.1.2.4. interpersonal
5.1.3. ABCD objectives
5.1.3.1. Audience
5.1.3.2. Behavior
5.1.3.2.1. clear, precise verbs to describe the performance
5.1.3.3. Condition
5.1.3.3.1. explanation of equipment
5.1.3.4. Degree
5.1.3.4.1. how well?
5.1.4. learning domains
5.1.4.1. cognitive
5.1.4.2. affective
5.1.4.3. psychomotor
5.1.4.4. interpersonal
5.1.5. use Bloom's taxonomy to activate higher-order thinking
5.2. Understanding by Design
5.2.1. Desired Results
5.2.1.1. transfer goals: how will what is being taught transfer, why does it matter? (cross-referenced with standards)
5.2.1.2. an Essential Question
5.2.1.2.1. via the Six Facets of Undertanding
5.2.1.2.2. a question based on broad concepts and can be answered quite differently based on personal viewpoints and perspectives.
5.2.1.3. content, task, and student analyses
5.2.1.4. Enduring Understandings
5.2.1.4.1. concept based generalized statements that link two concepts
5.2.2. Evidence
5.2.2.1. performance (objectives) and products (assessments)
5.2.2.1.1. construct authentic objectives and assessments
5.2.2.1.2. establish a real context
5.2.3. Learning Plan
5.2.3.1. WHERETO
5.2.3.1.1. Where: ensure that the students see the big picture and understands the essential question
5.2.3.1.2. Hook: immerse the student immediately
5.2.3.1.3. Equip & Experience: provide the students with the necessary tools, resources, skills, and information
5.2.3.1.4. Rethink: enhance understanding by shifting perspectives, changing assumptions, and introducing new ideas
5.2.3.1.5. Evaluate: ensure the students with feedback
5.2.3.1.6. Tailor: Personalize the learning (throughout)
5.2.3.1.7. Organize: sequence work to suit the goals and the students (throughout)
5.3. Universal Design for Learning
5.3.1. multiple means of representation
5.3.1.1. options for perception, language, and comprehension
5.3.2. multiple means of action and expression
5.3.2.1. options for physical action, expression and communication, and executive functions
5.3.3. multiple means of engagement
5.3.3.1. options for recruiting engagement, sustaining effort and persistence, and self-regulation
5.4. differentiation
5.4.1. content
5.4.2. process
5.4.3. product
5.4.4. environment
5.4.5. process