Add Dimension to Your Teaching with Instructional Design & Reflection Anne Deutsch, SUNY New Paltz Brandon West, SUNY Oswego

Think-Pair-Share How do you plan your instruction sessions? Do you reflect on your instruction sessions?

Today’s Workshop By the end of today’s workshop participants will: be able to describe the purpose of instructional design. apply ADDIE to teaching contexts. reflect on reflection. Review of Terminology

What is Instructional Design? An approach to creating instructional experiences that: have clear goals or outcomes are iterative in nature focus on the learner

What is Instructional Design? Instructional design is not: just a model(s) a linear process a guarantee your instruction is perfect

ADDIE and the Research Process Begins With a Problem Assumptions often influence analysis of problem Research question/outcomes are not fixed Iterative Learning and reflection shape both process and product

ADDIE ‘

First Year Freshman Course Dr. Wickersham teaches INTD 105, a first year introductory writing and research course. Each semester, the sections of this course include a required library component. Dr. Wickersham requests that you provide a library session to his section of the course, which is full of the college’s freshman athletes. In this course, the students will be writing narrative pieces and their final is a 8-page research paper on a pro-con issue they are interested in. They are required to use a minimum of 2 books and 3 scholarly journal articles to support the arguments in their paper. You gladly accept the request, and begin thinking about how you may approach designing this lesson. Your mentors, Anne and Brandon, tell you to use the ADDIE model to guide your approach. You decide to work through each component of ADDIE to get started.

Analyze / Reflect Instructional problem (learning gap) Learner needs and abilities Course instructor needs Instructional Context What are my underlying assumptions?

Design/Reflect Goals Learning Outcomes/Objectives Task Analysis Content Delivery Methods Assessment Plan - formative/summative How can I test my assumptions?

Develop/Reflect Content creation and/or curation for the lesson including activities and supporting materials Write out a lesson plan Madeline Hunter’s Integrated Theory into Practice Model What content is essential? Where will I need to be flexible as the instructor?

Implement/Reflect Put your planned instruction into action. May happen synchronously or asynchronously. What did I observe that was meaningful?

Evaluate Formative Assessment Summative Assessment Used to adjust instruction and/or give useful feedback to students prior to summative assessment Summative Assessment Used for continuous improvement and reflection What do I think about my original assumption(s)?

Reflection Strategies Set Clear Goal(s) Record Progress Paper Journal Blog Find Community Act on what you Discover

Image Larson, M. & Lockee, B. (2014). Streamlined ID: A practical guide to instructional design. New York: Routledge.