The Dick and Carey model of instructional design contains 9 stages. The first stage is Instructional Goals. In this stage, the instructional goals need to be established and a needs assessment needs to be completed. Stage 2 is Instructional Analysis. The purpose of this stage is to determine what skills will be involved in reaching a goal. A task analysis, information-processing analysis, and learning-task analysis need to be completed in this stage. Stage 3 is Entry Behaviors and Learner Characteristics. The purpose of this stage is to determine which of the required enabling skills the learners will bring to the learning task. This stage includes intellectual skills, abilities such as verbal comprehension and spatial orientation, and traits of personality. Stage 4 is Performance Objectives. The purpose of this stage is to translate the needs and goals into specific and detailed objectives. The functions of this stage are determining whether the instruction is related to its goals, focusing the lesson planning on appropriate conditions of learning, guiding the development of measures of learner performance, and assisting learners in their study efforts. Stage 5 is Criterion-Referenced Test Items. These test items are used to diagnose if an individual possesses the necessary prerequisites for learning new skills, to check the results of student learning during the process of a lesson, and to provide a document of students progress for parents or administrators. It is useful in evaluating the instructional system itself. Stage 6 is Instructional Strategy. The purpose of this stage is to outline how instructional activities will relate to the accomplishment of the objectives. The best lesson design at this stage will demonstrate knowledge about the learners, tasks reflected in the objectives, and the effectiveness of teaching strategies. Stage 7 is Instructional Materials. The purpose of this stage is to select printed or other media intended to convey events of instruction. This stage uses existing materials whenever possible and includes the need for development of new materials. Stage 8 is the Formative Evaluation. The purpose of this stage is to provide data for revising and improving instructional materials. Instruction is revised in this stage to make it as effective as possible for larger numbers of students. A formative evaluation is conducted one on one, in a small group, or as a field trial. The final stage is the Summative Evaluation. The purpose of this stage is to stud the effectiveness of the system as a whole. It is conducted after the system has passed through its formative stage and can be conducted on a small scale or large scale and over a short period or a long period. The following picture shows the Dick and Carey model.
The Knirk and Gustafson model is a three stage process which includes problem determination, design and development. The problem determination stage includes identification of the problem, definition of the pedagogical goals and identification of what the learners can do. The design stage includes developing objectives and specifying strategies, and the development stage includes development of materials, testing and revision.
If I was using one of these two methods to evaluate my teaching, I would use the Knirk and Gustafson model. As a teacher of first graders, I think the Dick and Carey model is a little too involved. In the problem determination phase, I would figure out why some of my students are not learning what is being taught. I would then develop objectives and specify some strategies that I have not previously used to see if a different approach brings different results. I would then develop the new materials, test them out to see if I saw improvement in my students and do any revision work necessary so that my teaching will bring about successful students.
Last year, the technology department at our school purchased some wireless Mimio devices. These devices turn any ordinary white board into an interactive whiteboard. The relative advantage of these devices is that they are cheaper than buying an actual interactive whiteboard and they are portable. They are compatible with the hardware that is already located in each teacher’s classroom. The devices are extremely easy to use and there is a website that gives users access to a large number of pre-made lessons. The device is so easy to use that even a kindergarten student can use it successfully. Even though the devices are wonderful, they were not widely adopted on my campus due to teachers unwilling to change their teaching styles to include technology.
If I was assigned to develop a series of professional development sessions focusing on technology use in the classroom I would begin by being directive, detailed, and supervisory without being overbearing (phase 1). I would give each member of my team specific instructions about what I need for them to accomplish and a timeline for when it needs to be completed. As my team becomes more confident in my abilities as their leader (phase 2), I will explain why we are doing the project and answer any questions that my team members may have. I will also reward them for their accomplishments on the project. As I enter into phase 3, I will make sure that the goals of our project are being accomplished as a team and will reward them for their hard work and effort. In the fourth phase, I will step back and supervise and let them work together and make their own decisions to complete the project without me watching over them and making them nervous.
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