CLIR-PLAN-ER: An Instructional Design Model

Curricular Objectives Learner Characteristics Integration/Multiple Literacies ResourcesPlan InstructionEnactment/SharingReflection

Curricular Objectives Map to curriculum Learning Problem Pose essential questions Essential understandings: So what? Home

Curricular Objectives The first step in the model is to determine your instructional goals, starting with the mandated curriculum. In this stage, you determine what “new information and skills you want learners to have mastered when they have completed your instruction” (Dick, Carey, & Carey, 2009). Although in our explanation, ‘curricular objectives’ is listed first, the need for instruction will be determined by learner characteristics. Similar to what Morrison, Ross, Kalman, & Kemp (2011) describe as “needs assessment”, an analysis of learner characteristics will determine whether or not specific instruction needs to be planned for your identified curricular goals. Home

Learner Characteristics Prior knowledge Gaps in knowledge Interests/passions Student questions Special needs Readiness Motivation Learning Styles Home

Learner Characteristics Home

Integration/Multiple Literacies Cross discipline Authentic learning Current events Social action Citizenship Home

Integration/Multiple Literacies Home

Resources Experts Technology (audio/visual) Venue visits Print resources Manipulatives Home

Resources Home

Plan Instruction 5 Ws and How? Resources Projects/tasks, investigations Demonstrations, simulations, practice, application, integration Instructional 'hook' Assessment - Formative, summative Home

Plan Instruction Home

Enactment/Sharing Publicizing of learning Enactment/reflection of/on social action Celebration Home

Enactment/Sharing Home

Reflection –Summative Evaluation –What worked? –What didn't work? –Why? Why not? –What gaps remain? –Where do we need to go? Home

Reflection Home

References Dick, W., Carey, L., & Carey, J. (2009). The systematic design of instruction (7 th ed.). Upper Saddle River, NJ: Pearson. Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999). Instructional media and technologies for learning (6 th ed.). Englewood Cliffs, NJ: Prentice-Hall. Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing effective instruction. Hoboken, NJ: John Wiley & Sons. Seels, B., & Richey, R. (1994). Instructional technology: The definition and domains of the field. Washington, DC: AECT.