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Retrieved from https://www.youtube.com/watch?v=JZdv5lrJs4U
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“Analysis is the first stage in the ADDIE model because one must first determine what must be done in order to know what needs to be accomplished” (Ritzhaupt, 2017, n.p.). During this stage we must ask who, what, where, when and how regarding our instructional goals. That is how we will determine what needs to be accomplished (Ritzhaupt, 2017). As the work is done to answer these questions, the findings will be documented to be used in the Design stage. This should be a collaborative process that includes a group of people with diverse strengths, expertise, experiences and roles within the organization.
Steps in the Analysis phase based on the Backward Design Model
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| Created by Ashley Tilley based on Gardner (2011)
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Personal Experiences with Instruction:
Throughout my adult life, as both an athletic trainer and educator, I have experienced Professional Development (PD) to improve my skills. The PDs that I remember the most were those that had the participants move around to engage in discussions, work together to learn a new bracing procedure or explore new equipment. These were significant PDs for me because I was comfortable with my new learning and could implement it immediately in the field. I was also confident in my own abilities because I had been given the opportunity to practice in a safe environment. When I moved into the field of education, my beginning PD experiences were a huge let down. They were in the format of sit and get. The presenter talked at us with a lot of information including educational acronyms without any explanation. I always left feeling I had been given the what; however, the most important piece of the how was not included. According to Hultberg, Calonge and Lee (2018) “much of the theoretical literature has established that students needed to be guided and challenged in a range of activities, provided with multiple opportunities to retrieve, use and reuse information over time to promote long-term retention and transfer” (p. 27). This is the learning environment I began to experience later in my teaching career that still continues into today’s PD sessions.
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| Created by Ashley Tilley.
References:
Gardner, J.C. [J. Clark Gardner]. (2011, September 25). The ADDIE analysis phase [video
file]. Retrieved from https://www.youtube.com/watch?v=JZdv5lrJs4U
Hultberg, P., Calonge, D. S., & Lee, E. (2018). Promoting Long-Lasting Learning through
Instructional Design. Journal of the Scholarship of Teaching and Learning, 18(3), 26–
43. Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1192953&site=eds-live
Ritzhaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah,
N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0. |
I like the examples used to demonstrate good vs bad instruction. You also provided good examples from real-life experience that demonstrated how different learning environments effected your learning experience. The ADDIE model was new to me before this lesson but it clearly defines a process that will help us as the lesson developer to create lessons where each of the participants can come away with the feeling of a significant successful learning experience. In the analysis step there are many questions that must be addressed before moving forward with the design of the project. You said some of your training had given the "What" but missed the "How". But when reading this and then looking back through the first chapter I think another important question would be covered under the "Where - the context or environment the learners will need to be able to perform the tasks" (Ritzhaupt, 2017). With the successful trainings you mentioned above, the trainers had to incorporate the "Where" in order for the participants to be able to move around and/or try the equipment which made you and other participants feel the training was a success. Even if we aren't trying to physical education equipment, we should consider the "Where" to help ensure the most successful training for our participants as well. If we are only given a space with limited seating and a simple projector that would require us to "sit and get", should we rethink the lesson, the location, timing, etc. in order to best meet the needs of each participant.
ReplyDeleteResource:
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0
Teneal Smith
Ashley,
ReplyDeleteThank you for sharing your thoughts on good vs. bad PD’s. I love the phrase “sit and get” as this is unfortunately the same format of most PD’s today. I too get much more out of new material when I get to do hands on activities while being guided through the process. I love how the authors Rithzaupt et al. (2017) discuss how it is so important to evaluate the learners in order to accomplish the goals in their presentation of new material. The infographic you shared is easy to follow with the end in mind!
Reference
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0
I have memories of the “sit and get” approach to professional development sessions. In this type of PD, the needs of the learners are not taken into consideration. The analysis stage of the ADDIE model requires the designer to address these concerns by answering several questions regarding Who, What, When, Where, How, and Why. As I looked at the images on your blog concerning good and poor instruction, it is evident in the picture of good instruction, different learning styles were considered. The analysis stage of the ADDIE model is crucial to the success of the lesson/activity. According to Ritzhaupt et al. (2017), “The critical questions to be answered in the Analysis stage are the who, what, when, where, why and how.” All these questions are important; however, the two that stand out to me are the Who and Why because they get to the core of the learners and their needs. Effectively designing a lesson/activity means that the designer must focus on the needs of the leaners.
ReplyDeleteReference
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.