CCAT

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=**CCAT Group - Working together to bring you new ideas on instructional design!**= = Tara Finegan, Carrie Olson, Claire Ricci, Ashley Serio = = =

Our Model:  

Our model draws strength from an effective combination of the models we studied in class supported by the ADDIE framework. Dick & Carey's model underlies the analysis phase with a two-fold component that includes information/learning task analysis coupled with learner characteristic anlalysis. Similary, our model relies on Dick and Carey's work to drive the development phase encompassing the selection and development of instructional strategies. In the implementation phase the ARC model brings instruction to the students supported by Keller's components.
 * __Model Creation__**

__**Model Summary Supporting Our Graphic**__ Our model begins with identification of the instructional goal. Following Dick & Carey's model, the goal may stem from an initiative created by a school principal or a school board or it may be the identification of a gap between an already established goal and actual results.


 * Front-End Analysis:** Supported by Dick & Carey's model, the analysis phase is two-fold. An instructional analysis determines the skills involved in achieving the stated instructional goal. This analysis includes a task analysis to identify the specific steps and skills used in achieving the instructional goal. Information-processing analysis and learning task analysis allow the instructional designer to gather information about the mental operations used by the learner as well as information about the intellectual skills necessary to achieve the objectives of instruction. The designer may perform a learner inventory via questionairre or interviews or rely on previously captured data to learn about and understand the characterisitics of the learners.


 * Design:** The foundation of the design phase is the identification of learning goals and objectives based on the needs and goals identified in the analysis phase. Borrowing from the Layers of Necessity Model, the design phase can be as complicated or as stream-lined as time and resources with the ultimate goal of translating the needs and goals into specific and detailed objectives. For example, if the analysis reveals a discrepancy between desired and achieved MSA math scores (Middle school MSA scores are below state wide average levels.), the design phase might stipulate "Increase sixth grade low achiever math scores by 2 percentage points via intensive small group work." Thus given time and resource considerations, in the following development phase, some classes may achieve this goal in a deeper and wider manner than others.

During the development stage the instructional designer decides, based on the analysis and design phases, what instructional strategies will reach the learner best. The instructional designer also, at this point, looks for the materials in order to best reach the learners based on the strategies they want to use. (Stages 6 and 7 from the Dick and Carey model). When choosing the strategies and resources they need to decide which will keep the learner motivated during the lesson. (ARCS model) Factors such as what will keep the learner’s attention, how can they make it relevant to the learner, how will the strategies and resources make the learner confident with the skill, how will the learner receive satisfaction from achieving the lesson’s objective will be considered. Since the instructional designer wants to ensure that the students are successful an assessment must also be developed during this stage.
 * Development:**

** Implementation: ** Components of the ARC model bring instruction to the students. Relevance is established in order to increase a learner’s motivation. To do this, use concrete language and examples with which the learners are familiar. Six major strategies described by Keller include: ◦Experience – Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills. ◦Present Worth – What will the subject matter do for me today? ◦Future Usefulness – What will the subject matter do for me tomorrow? ◦Needs Matching – Take advantage of the dynamics of achievement, risk taking, power, and affiliation. ◦Modeling – First of all: “Be what you want them to do!” Other strategies include guest speakers, videos, and having the learners who finish their work first to serve as tutors. ◦Choice – Allow the learners to use different methods to pursue their work or allow choice in how they organize it.

**Evaluation:** includes both formative and summative evaluation, as well as revision. Formative evaluation involves collecting data to indentify needed revisions to the instruction while summative evaluation involves collecting data to assess the overall efeectiveness and worth of the instruction. Both allow for editing and change. This revision phase is part of evaluation by making needed changes based on the formative evaluation data.

**__​__**At each phase of the ADDIE process the designer may refer back to the analysis and make adjustments as necessary.