ID Models Wildcard

Jamie Lang EDCI 888

ASSURE
Analyze learners
State objectives
Select media and materials
Utilize media and materials
Require learner participation
Evaluate and revise

Best Suited for

Technology-driven classrooms
Project-based instruction

Least Suited For

Classrooms without technology and media
Non-classroom teachers

Example: Teaching Addition

Give pre-test to determine prior knowledge
Write objective (add two one digit numbers)
Find technology to support objective
Use technology to teach content
Give learners an assignment to complete
Evaluate assignment, revise lesson if
necessary

Gerlach and Ely

Linear and
simultaneous
steps
Recognizes
content
orientation of
teachers

Best Suited for

Classroom activities run by a teacher

Least Suited For

Non-classroom settings
Teachers who will develop their own materials

Example: Learning about WWII

1. Write objectives for WWII content
2. Assess learners prior knowledge of WWII
3. Simultaneously:
a. Decide on teaching strategy
b. Determine groupings
c. Set pace/timing
d. Select proper space
e. Select resources
4. Measure student performance to determine what they now know about
WWII
5. Receive and analyze feedback on WWII activity

PIE
Plan
Implement
Evaluate

Best Suited for

Pre-service teachers (simplicity of model)
Classroom instruction that integrates
technology

Least Suited For

Teacher-centered environment (though it can
help shift one to a student-centered
environment)

Example: Lab activity

Plan
What role will learners play
in the lab?
What do the learners
already know?

Implement

How will students

know they are
learning?
How will I motivate
What do I want the learners students?
to know and understand? How can technology
How can technology make impact instruction?
planning more efficient?

Evaluate
How to improve
learning materials?
Was learning at the
appropriate level?
How can technology
measure the
effectiveness of the
lesson?