Instructional Design (ADDIE)

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Instructional Design (ADDIE) par Mind Map: Instructional Design (ADDIE)

1. Analysis

1.1. learner and content analysis

1.1.1. 1) current content knowledge

1.1.2. 2) research to fill in knowledge gaps

1.1.3. 3) what matters? in terms of your students (relevance) in terms of sequencing topical whole-to-part/part-to-whole known-to-unknown/unknown-to-known step-by-step chronological in terms of all other contextual factors

1.2. task analysis

1.3. needs analysis

2. Design

2.1. objectives

2.1.1. Terminal Objectives Enabling Objectives (that lead to TOs)

2.1.2. categories of objectives cognitive affective psychomotor interpersonal

2.1.3. ABCD objectives Audience Behavior clear, precise verbs to describe the performance Condition explanation of equipment Degree how well?

2.1.4. learning domains cognitive affective psychomotor interpersonal

2.1.5. use Bloom's taxonomy to activate higher-order thinking

2.2. Understanding by Design

2.2.1. Desired Results transfer goals: how will what is being taught transfer, why does it matter? (cross-referenced with standards) an Essential Question via the Six Facets of Undertanding a question based on broad concepts and can be answered quite differently based on personal viewpoints and perspectives. content, task, and student analyses Enduring Understandings concept based generalized statements that link two concepts

2.2.2. Evidence performance (objectives) and products (assessments) construct authentic objectives and assessments establish a real context

2.2.3. Learning Plan WHERETO Where: ensure that the students see the big picture and understands the essential question Hook: immerse the student immediately Equip & Experience: provide the students with the necessary tools, resources, skills, and information Rethink: enhance understanding by shifting perspectives, changing assumptions, and introducing new ideas Evaluate: ensure the students with feedback Tailor: Personalize the learning (throughout) Organize: sequence work to suit the goals and the students (throughout)

2.3. Universal Design for Learning

2.3.1. multiple means of representation options for perception, language, and comprehension

2.3.2. multiple means of action and expression options for physical action, expression and communication, and executive functions

2.3.3. multiple means of engagement options for recruiting engagement, sustaining effort and persistence, and self-regulation

2.4. differentiation

2.4.1. content

2.4.2. process

2.4.3. product

2.4.4. environment

2.4.5. process

3. Development

3.1. Gagné's 9 Events of Instruciton

3.1.1. 1: Gain Attention something quick to grab attention before the students have time to be bored

3.1.2. 2: Inform Learners of Objectives actually explain objectives (don't just show the formal objective in the lesson plan)

3.1.3. 3: Stimulate Recall of Prior Learning attach current topic onto a larger, thematic framework

3.1.4. 4: Present Content

3.1.5. 5: Provide Guidance

3.1.6. 6: Elicit Performance

3.1.7. 7: Provide Feedback

3.1.8. 8: Assess Performance possibly an exit slip, though this can be accomplished during effective feedback

3.1.9. 9: Enhance Retention and Transfer

3.2. Gradual Release of Responsibility

4. Implementation

4.1. constantly reassess based on every other aspect of ADDIE

5. Evaluation

5.1. formative

5.2. summative

5.3. assessment technology

5.3.1. SMART response

5.3.2. Turning Point

5.3.3. Google forms

5.3.4. Socrative