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Instructional Design by Mind Map: Instructional Design
5.0 stars - 9 reviews range from 0 to 5

Instructional Design


Gagnes' 9 Events


Give students objectives

Activate prior knowledge

Present content

Provide guidance

Elicit performance

Provide feedback

Assess performance

Enhance retention and transfer

Release of responsibility

Fisher and Frey

My adaption of Fisher and Fry's model



Evaluate learning

Exams, essays, etc.

High stakes


Monitor learning

Provide feedback of strengths/weaknesses

Low stakes

Technology as an evaluation tool

SMART response

Turning Point




Monday's class

Why does this class matter?

Rubber band assignment, So many details! Lesson needs detail and specification, Sequence can be important

Teaching is complex!, Establish objectives and assessment measurements

What is I.D.?

Analyze and address root problems

Cost- and effort-efficiency

Focus on outcome, not behavior

Trends affecting I.D.

Macro trends, New technologies, "Constant change is here to stay", Cost is decreasing workforce, Shift from skill- to knowledge-capital, Diversity, globalization

Micro trends, Demand for speed and skill in I.D., Focus on how people learn, Accountability of I.D.ers

Performance Analysis Models

Comprehensive - big picture

Situation specific - frequent issues

Needs Assessment

Assessment v. analysis

Assessment plans, Why is this assessment being conducted?, Where should the assessment start?, Who is the audience?, What are the objectives?, How will you collect data?

ADDIE model



Poor transitions = significant loss of time

Set norms at beginning of year/unit

Whole-Brain Teaching


If you don't give them a reason to care, they just might not.

Make objectives and application explicit


Focus on transfer of ideas/skills/knowledge





Shift perspective



Backwards Planning

Determine objectives/goals and transfer tasks

Plan lesson based on objectives/standards


Goal - objectives

Role - how will students be involved?

Audience - for whom are the students doing this task?

Situation - settings, supplies, tech, etc.

Performance - how well are the students expected to perform?


Types of analyses

Task analysis, What is the required task?, Necessary prerequirements, What kind of learning is expected

Content analysis, What is being used to accomplish the task?, Is this tool appropriate for the task?

Performance analysis, Are students achieving the goal?, Is there an achievement gap?


Learning objectives

ABCD model, Audience - who are your students?, Behavior - what will they do? (descriptive verb), Wheel for descriptive verbs, Condition - given what?, Tools, equipment, setting, assistance, Degree - how well will the audience be able to perform the task? What degree of accuracy?

Terminal objectives, Goal for end results

Enabling objectives


Multiple means of representation

Perception, symbols, concepts

Multiple means of action/expression

Don't just lecture!

Don't make every assessment the same way - test them with something besides just paper and pencil

Related to differentiation

Multiple means of engagement

Vary demands for tasks, not for reaching objective

Autonomy for students - give them choice

Mastery-oriented feedback

Can be applied with Multiple Intelligence Theory


Content, process, product, (environment)

These are what should be varied

Differentiation is NOT giving smart kids busy-work

Connected to UDL

Differentiation is specifically for students with learning differences. UDL is for them, but also for all students

Levels of learning

Different levels, Let them choose their own levels as long as they are appropriate and learning the content

Give students a choice of what to work on, Choose out of several options, Some necessary assignments, some choice assignments