Addie Instructional Model Design

1. Analysis

1.1. Goal/Obective Identification

1.1.1. Task

1.1.2. Prerequisites

1.2. Learners' Profiles

1.2.1. Task

1.2.2. Prerequisites

1.3. Type and Length of Setting

1.3.1. Task

1.3.2. Prerequisites

1.4. Parameter and Boundary Determination

2. Design

2.1. Style of Interaction

2.2. Program Structure

2.3. Instructor/Facilitator Criteria

2.4. Syllabus

2.5. Field Activities

3. Strengths

3.1. Comprehensive Evaluation

3.2. Facilitator Prearedness

3.3. Reverse Sequence Potential

4. Implementation

4.1. Consistency

4.2. Continuity

4.3. Integration

4.4. Smooth Flow

4.5. Goal Achievement

5. Limitations

5.1. Emphasis in Initial/Prime Analytical Model

5.2. Non-spontaneoous

5.3. Structure with No Deviation

5.4. Input-Interaction is Limited

6. Evaluation

6.1. Examination Content and Frequency

6.2. Time Usage and Effectiveness

6.3. Achievement of Defined Goals

7. Development

7.1. Agreement of Goals

7.2. Establishment of Foundation

7.3. Monitoring of Pace and Retension

7.4. Normative Progression