Comparison

Ashley Gutierrez

Shawn Lepisi Faith Williams EDUC 533

Instructional Design Model, Instructional Strategy Comparison


 * 1) An Instructional Design Model systematically looks at the way in which you want someone to learn. Opposed to a Instructional Strategy, which is a specific sequence, actions and materials necessary to carry out the model. A major difference is that a model is more general and a strategy is specific to that model. The similarity that the model and strategy have in common is that in order to be successfully implemented in the classroom, you can’t have one without the other. They simply go hand in hand. As we look at our teaching practices we talked about how we use a model as a guide to dig deeper at strategies to use in your classroom. A perfect example is the Canter Model as a means for classroom management. We follow this model by implementing strategies. The Canter Model is based on assertive discipline. Strategies like positive reinforcement help enhance this Model.
 * 2) We choose to compare Instructional Systems Design (ISD) to Understanding By Design (UBD) the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. Meaning there is a differentiation in outcomes. Understanding by Design also determines learning goals. UBD also looks at students needs but does it in greater depth. UBD opposed to ISD collects, analyzes and summarizes evidence from multiple sources to determine how well students are doing. ISD looks broadly at students needs. We feel as though the major difference between the two models is that UBD is very specific and ISD is more general. [[image:file://localhost/Users/macuser/Library/Caches/TemporaryItems/msoclip1/01/clip_image002.jpg width="431" height="169"]]
 * A** The needs of the learner


 * D** Step by step process and determining learning objectives.


 * D** Creating a goal after looking at current curriculum


 * I** Actual launching of the course


 * E** Evaluation activities are incorporated throughout the process
 * A** Investigate


 * D** Plan


 * D** Create


 * I** Follow the plan


 * E** Evaluate

centered on a topic or goal. PBL is different from Discovery Learning because it gives students a specific problem and allows them to solve it in any way they would like. Discovery learning gives students a topic and is open ended for students to discover and explore the topic in any way they choose to. DISCOVERY LEARNING PROBLEM BASED LEARNING
 * 1) We choose to compare Discover Learning and Problem Based Learning. They are similar in the aspect that they are both student-centered. They both are
 * Relative “student centeredness” || students use their experiences to discover, for themselves, effective actions, alternatives and solutions to situations and/or problems that occur in “real-life” contexts || students collaboratively solve problems and reflect on their own experiences ||
 * Assessment || work products that allow students to demonstrate their mastery of the learning goals || essays, writing samples, oral presentations, exhibitions, experiments, and/or portfolios ||
 * 21st Century Fluencies || A teacher could incorporate many 21st century fluencies into a discovery learning lesson, depending on the content. Students are searching for information; they may be working collaboratively with a group or on their own. Their assessment most likely would be a creative product of what they have discovered and in this day and age they most likely found their information using many forms of media. || A teacher could incorporate many, if not all, 21st century fluencies into a Problem based learning lesson. Students are searching for a solution to a problem, in doing so they must find information to help them. They may be working collaboratively with a group or on their own. Their assessment could be a creative product to show the answers to their problem. They most likely used some form of media to help them solve their problem ||
 * Ease of Use || Discover learning is easy to use. Because it is student centered, the teacher plays more of a guide to the students, while the student leads the learning. || Problem based learning is very easy to use and since it is students centered, the student governs and guides themselves. ||