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

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

3. 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

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

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

7. 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

8. ADDIE ‘

9. 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.

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

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

12. 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?

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

14. 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)?

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

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