1. Systematic Design of Instruction1

2. Instructional Analysis
Dick & Carey, Ch. 1
Gagne, Briggs & Wager, Ch. 2
Instructional Analysis
Development and Delivery of Instruction
Criterion-ReferencedTests
Course
Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics
Walter Dick, Lou Carey, James Carey . Model was originally proposed in 1978
1.Identify Instructional Goals - Describe what learners are expected to perform a the end of the instruction. Instructional goals are generally broad statements of what you are trying to accomplish. They should describe what the learners should perform, not what you are going to do.
2. Conduct Instructional Analysis – Identify the exact performance gap between the present performance and the desired performance. This informs you what the learners need to learn in order to perform. Identify the steps the learner must be able to perform in order to accomplish the tasks that lead to the desired performance.
3. Identify Entry Behaviors – Identify the general characteristics of the learners, including skill, experience, motivation levels and basic demographics which relate to the skills and topics that will be taught. You need enough detail to identify the correct starting point of the instruction so the learners don’t waste time reviewing material they already know and does not omit content they need to know. The goal is to start the learning process at a level they understand so they can scaffold the instruction by providing a structure they can build on.
4. Write Performance Objectives – A description of the tasks or skills to be learned, the standards or criteria and the conditions under which the task of skill must be performed.
5. Develop Assessment Instruments – Tests and other assessments or evaluations are created that will:
a. ensure the learners meet the necessary pre-requisites for performing the new skills.
b. identify the learner’s progress in meeting the performance objectives during the learning process.
c. evaluate the learning process itself to ensure it is structurally sound.
Develop Instructional Strategy – Create a blueprint of the learning activities that will transfer, develop, and reinforce the skills and knowledge formulated in the performance objectives. Sequence the items in the blueprint in the order that will provide the best learning environment.
Develop and Select Instructional Materials – Using the blueprint created in step 6 fully develop the instructional content and activities. Reuse as existing materials whenever possible.
Design and Conduct Formative Evaluation(Assessment) Use iterative design methods such as prototyping, small group trials, or interviews with prospective learners so that you can identify areas in the instructional material that need improvement before releasing the instruction for use.
Design and Conduct Summative Evaluation – Judge the worthiness of the entire program with the focus being on the outcome: Did it work as intended? Evaluate after each class or activity to see if it can be improved.
10. Revise instruction – Use the data from the two types of assessment to examine the validity of the instructional material and revise as needed.
Assessment and Revision

3. Course
Goals

4. Course Goals
General statement of what students will be able to do when course is completed
Sources of goals:
Institution, department, or program goals
Needs assessment from program review
Industry/customer need
Mandate from the professional organization
New technology
Inspiration for Life Long Learning

5. Apply the equations of equilibrium to analyze forces on rigid bodies
Course Goals
CE300 Statics
Apply the equations of equilibrium to analyze forces on rigid bodies

6. Instructional Analysis Entry Level Characteristics
Course
Goals
Entry Level Characteristics

7. Entry Level Characteristics
Knowledge and skills students must bring prior to beginning instruction
Identify where the knowledge and skills are obtained (prerequisites)
Other characteristics of the learners

8. Entry Level Requirements
CE300 Statics
Verbal Skills
English
Vector Calculus
Calculus
Computer Skill
Comp. Science
Trig./Geom./Algebra
High School
Forces and FBDs
Physics

9. Instructional Analysis
Identify the learning required in the course being designed:
Major concepts
Subordinate concepts and skills
Diagram depicting these skills and the relationship between them
A Map of the Content Domain

10. Instructional Analysis
Equilibrium
Forces
Rigid Bodies
Solving
Forces
Types of
Forces
Equations of
Equilibrium
Members
Vector math
Trigonometry
Geometry
Free body Diagrams
English/SI Units
Particles
Rigid Bodies
Two force members
Types of Constraints
Concentrated
Distributed
Moments
Couples
2-D Equilibrium
3-D Equilibrium
Non-concurrent &
Concurrent forces
Types of
Structures
Specific
Forces
Where Forces
Are Applied
Newton’s Laws
Friction
Weight
Internal
Shear/Moment
Diagrams
Trusses
Frames
Cables
Arches
Line of Action
Centroids
Moment of Inertia
Radius of Gyration

11. How the Course Fits Into the Curriculum
Calculus
Physics
Computer
Science
Prerequisites
Strength
of Materials
Struct.
Analysis
Soils
Adv. Struct
Concrete
Design
Steel
Adv. Str. of
Materials
Follow-on Courses
Statics

12. Instructional Analysis Entry Level Characteristics
Course
Goals
Course Objectives
Entry Level Characteristics

13. Write Course Objectives
Specific statements of what learners will be able to do
Based on instructional analysis and entry level characteristics
Bloom’s Taxonomy

14. Write Course Objectives
CE300 Statics
Calculate external reactions for rigid bodies in 2D equilibrium
Draw free body diagrams for rigid bodies in 2D equilibrium
Analyze a truss
Calculate internal pin reactions in a frame
Calculate internal cable forces for discrete and uniformly loaded systems
Solve static dry friction problems
Calculate external reactions of rigid bodies in 3D equilibrium

15. Instructional Analysis
Criterion-ReferencedTests
Course
Goals
Course Objectives
Entry Level Characteristics

16. Develop Criterion Referenced Test Items
Measure learners’ accomplishment of the course objectives.
Use absolute (not relative) standards of achievement.
Could include:
Homework Quizzes/Exams
Design problems Final Exam
Oral presentations Group Exercises
Laboratory exercises Project Deliverables

17. Instructional Analysis
Criterion-ReferencedTests
Course
Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics

18. A Model Instructional Strategy
Provide an orientation:
Why is this important?
How does it relate to prior knowledge?
Provide learning objectives.
Provide information.
Stimulate critical thinking about the subject.
Provide models.
Provide opportunities to apply the knowledge:
In a familiar context.
In new and unfamiliar contexts.
Assess the learners’ performance and provide feedback.
Provide opportunities for self-assessment.

19. Implementing the Model
For a block of instruction (2-5 lessons):
Student preparation
Instructor-led lecture and discussion
In-class individual and group problem-solving, with assessment and feedback
Homework, with assessment and feedback
One or more exam problems
A transition from:
Instructor leading to students performing
Lower to upper levels of Bloom’s Taxonomy

20. Bloom’s Taxonomy Evaluation Synthesis Analysis Application
For the
Cognitive
Domain
Bloom’s Taxonomy
Evaluation
judge, critique, justify,
verify, assess, recommend
Synthesis
create, construct, design,
improve, produce, propose
Analysis
compare, contrast, classify, categorize, derive, model
Application
calculate, solve,
determine, apply
Comprehension
Knowledge
explain, paraphrase
list, recite

21. Instructional Analysis
Development and Delivery of Instruction
Criterion-ReferencedTests
Course
Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics

22. Develop and Deliver Instruction
Develop instruction
Select textbooks
Supplemental notes
Refine homework and design problems
Organize individual classes
Prepare labs
Develop physical models, computer simulations, videos, etc.
Arrange field trips, guest lecturers, etc.
Course syllabus

23. Develop and Deliver Instruction
Classroom presentations
Office hours / Additional Instruction
Administer exams and projects
Grade
Conduct labs

24. Instructional Analysis
Development and Delivery of Instruction
Criterion-ReferencedTests
Course
Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics
Assessment and Revision

25. Assessment and Revision
Course Assessment
Student performance with respect to Course Objectives
Classroom Assessment Techniques
Course surveys
Instructor self-assessment
Time surveys
Data comparison with previous years

26. Instructional Analysis
Dick & Carey, Ch. 1
Gagne, Briggs & Wager, Ch. 2
Instructional Analysis
Development and Delivery of Instruction
Criterion-ReferencedTests
Course
Goals
Course Objectives
Instructional Strategy
Entry Level Characteristics
Walter Dick, Lou Carey and James Carey Originall
Assessment and Revision