INSTRUCTION

AL DESIGN
MODELS
 INSTRUCTIONAL DESIGN MODEL
An instructional model serves as an anchor wherein the journey
to learning is rooted. There are various instructional designs
created to keep track of the efficiency of the instructions.
Through different models of instructions, teachers were able to
draw some inspirations on the different techniques and strategies
patterned on the models of instructions. Nevertheless, teachers
should bear in mind that there is no such thing as a perfect
model. Still, it will be in the appropriateness of the model and
how the teacher processes the learning for such a model to be
effective.
 DIFFERENT INSTRUCTIONAL DESIGN
MODEL

 Gagne’s Nine Events

 Blooms Revised Taxonomy
 ADDIE
 Merrill’s Principles of
Instructions
A. GAGNE’S NINE
EVENTS OF
INSTRUCTIONS
Robert Gagne has created Nine Events of
Instructions that have been widely used in the
educative process. This Instructional model
has focused on providing teachers,
instructors, and facilitators in the academe an
organized process efficiently designed to help
maintain efficiency in the teaching-learning
process.
 GAGNE’S NINE EVENTS OF
INSTRUCTION

Gain Elicit Provide

attention performance feedback

Inform Provide Assess

learner guidance performance

Stimulate Present Enhance

recall information retention
Here is additional information on the Nine
Events of Instruction developed by Gagne:
 a. Preparation

1. Gain Attention (reception)-this is the part wherein the

teacher must get the attention of the learners and keep
them focus while the content of the lesson is about to be
delivered.
2. Inform Learner of Objective (expectancy)- this is to lay
down your expectation and focus on the learning. An
announced objective (s) helps learners have an overview
of how their performance will be assessed and the value
of the content in the future.
3. Stimulate Recall of Prior Information (retrieval) – this
is based on the schema theory wherein student’s prior
knowledge will be linked and associated with the newly
introduced knowledge.
 b. Instruction and Practice

4. Present Information (selective perception)- this is

where the new content will be systematically organized
for the learning process to be achieved. One important
matter to be considered is the varied learning style of
learners; this differentiated instruction is highly
recommended.
5. Provide Guidance (semantic encoding)-this is where
facilitation of the learning process should be taken into
high consideration especially when learners are
drawing in new knowledge and associating it to their
prior knowledge to avoid a negative transfer
 b. Instruction and Practice

6. Elicit performance (responding)-this can be in

the form of individualized or grouped; output-
based or process-based, and outright
performance or homework.
7. Provide Feedback (reinforcement)- this is one
of the essential parts wherein learners will be
able to understand whether the learning process
is a success or needs to be enhanced or revisit.
 c. Assessment and Transfer

8. Assess Performance (retrieval)- this is one of

the most anticipated parts of the student’s
performance wherein they were able to know if
the expected outcome or the learning objectives
has been met or there is a need for them to
expound their knowledge
9. Enhance Retention Transfer (generalization)-
This is an additional input to allow learner’s
retention of new knowledge. This can be in the
form of additional reinforcement through
practices and summarization.
Events of Instruction Techniques
Gaining Attention (reception)  Pose thought to provoke questions
 Present an intriguing problem
 Present meaningful and relevant
challenges

Informing Learners of the objective (s) Describe what they will be able to do after
(expectancy) the session
 Describe the required performance and its
criteria
 Explain how the learning will benefit them

Stimulate recall of prior information  Ask a question on their previous

(retrieval) experience
 Ask about their understanding of the
previous concepts
 Give a similar situation to what they will
be learning
Present Information (selective perception)  Organize content in easy to understand
manner
 Chunk information
 Use multiple delivery methods, a variety
of texts, and graphics as well as approaches
Events of Instruction Techniques
Provide Guidance (semantic coding) Concept mapping for an association,
graphics to make visual associations
 Mnemonics to cue and prompt learning;
analogies on knowledge construction
 Case studies for a real-world application
Elicit Performance (responding)  Have the learner demonstrate the acquired
behavior or knowledge of the content
 Ask thought-provoking questions
 Have the learner apply the knowledge to a
scenario or case study

Provide Feedback (reinforcement)  Be positive

 Be objective
 Deliver focused and concise feedback on
areas of student’s control

Assess Performance (retrieval)  Written test, oral questioning, short essays

or questionnaires, etc.
Enhance Retention Transfer (generalization) Have them summarize the content
 Have them generate examples
 Have them create concept maps
B. BLOOM’S
REVISED
TAXONOMY
B. Bloom’s Revised Taxonomy
There are six levels of cognitive
learning, according to the revised
version of Bloom’s Taxonomy. Each
level is conceptually different. The six
levels are remembering, understanding,
applying, analyzing, evaluating, and
creating.
 Using Bloom's Revised Taxonomy in
Assessment
These levels can be helpful for the learning
outcomes to be categorized most appropriately
according to the level of cognitive needs and
demands as well as the ability of the learner.
This, the teacher was able to pattern his/her
learning objectives accordingly. Further, teachers
will be able to assess according to his/ her
understanding of the different cognitive levels.
 create

evaluate

analyze

apply

understand

remember
 BLOOM’S REVISED
TAXONOMY
1. Remember- is a simple retrieval, recall, and recognition of
essential and relevant knowledge from long-term memory -
simple identification of the different parts of speech in a sentence,
tell the basic step in the dance or label food according to its
category (go, glow, grow)
2. 2. Understand-to demonstrate comprehension by explaining facts
-summarize a story, rephrase an article, outline the steps in case
of emergency
3. 3. Apply-use information or skill and relate it to a new situation -
translation of the local dialect to the second language,
demonstrate the different approaches of teaching, execute the
basic step in dancing
 BLOOM’S REVISED
TAXONOMY
4. Analyze- break material into its constituent parts and determine how
the parts relate to one another and/or to an overall structure or purpose -
compare and contrast the similarities and differences of land and water
animals, analyze the relationship between different characters in a play,
analyze the relationship between various members of the family
according to group

5. Evaluate- is to make judgments based on criteria and standards -

determine the quality of the manuscript according to a given standard,
judge whether methods used in a demonstration of the product is valid
or not, determine the fallacies on an article based on criteria

6. Create- put elements together to form a new coherent or functional

whole; reorganizing elements into a new pattern or structure -compose
a poem, write a thesis, write an essay of an event
Bloom’s Level of Cognitive Learning Learning Outcome Verbs
Remember cite, define, describe, identify, label, list,
match, name, outline, quote, recall, report,
reproduce, retrieve, show, state, tabulate, and
tell.

Understand abstract, arrange, articulate, associate,

categorize, clarify, classify, compare,
compute, conclude, contrast, defend,
diagram, differentiate, discuss, distinguish,
estimate, exemplify, explain, extend,
extrapolate, generalize, give examples of,
illustrate, infer, interpolate, interpret, match,
outline, paraphrase, predict, rearrange,
reorder, rephrase, represent, restate,
summarize, transform, and translate.
Apply apply, calculate, carry out, classify,
complete, compute, demonstrate, dramatize,
employ, examine, execute, experiment,
generalize, illustrate, implement, infer,
interpret, manipulate, modify, operate,
organize, outline, predict, solve, transfer,
translate, and use.
Bloom’s Level of Cognitive Learning Learning Outcome Verbs
Analyze analyze, arrange, break down, categorize,
classify, compare, connect, contrast,
deconstruct, detect, diagram, differentiate,
discriminate, distinguish, divide, explain,
identify, integrate, inventory, order, organize,
relate, separate, and structure.
Evaluate appraise, appraise, argue, assess, compare,
conclude, consider, contrast, convince,
criticize, critique, decide, determine,
discriminate, evaluate, grade, judge, justify,
measure, rank, rate, recommend, review,
score, select, standardize, support, test, and
validate.
Create arrange, assemble, build, collect, combine,
compile, compose, constitute, construct,
create, design, develop, devise, formulate,
generate, hypothesize, integrate, invent,
make, manage, modify, organize, perform,
plan, prepare, produce, propose, rearrange,
reconstruct, reorganize, revise, rewrite,
specify, synthesize, and write
C. ADDIE MODEL
 ADDIE model
The ADDIE model is the generic process
traditionally used by instructional designers
and training developers. The five phases—
Analysis, Design, Development,
Implementation, and Evaluation—represent a
systematized process of instruction wherein the
learning process is established in a framework
of the organized flow of knowledge effective
 analysis

evaluation design

implementatio
development
n
 ADDIE MODEL

1. Analysis phase- this phase introduces the focus of

the lesson-the goals and objectives; also, learning
environment, learner’s prior knowledge, cognitive
level, and learning style are
2. Design phase -is a systematic and specific phase
wherein the different parts in the process of learning
such as crafting learning objectives, assessment
instruments, as well as appropriate contents and
materials to name a few, will be taken into
consideration
 ADDIE MODEL
3. Development phase -is the output of the design phase where
content will be assembled where the developers create and
assemble the content assets that were created in the design phase
4. Implementation phase-a procedure for training the facilitators
and the learners is developed. The facilitators’ training should
cover the course curriculum, learning outcomes, method of
delivery, and testing procedures. Preparation of the learners
includes training them on new tools (software or hardware),
student registration.
5. Evaluation phase-is consists of two parts: formative and
summative. Formative evaluation is carried throughout the
process of learning, while summative is where the learner’s
comprehension.
ADDIE Phases Possible Outcome

Analysis an analysis of training needs and a training

plan

Design an overview of the course design and

storyboards/prototypes.

Development Course Content

Implementation Your courses are live in the LMS and

learners can start to take and complete
courses

Evaluation An evaluation report and actionable changes

for the current or future courses
D. MERRIL’S
PRINCIPLES OF
INSTRUCTIONS
D. Merril’s Principles of Instructions

Dr. David Merrill set of fundamental

principles of instruction that can lead
to effective, efficient, and engaging
instruction. Merrill's purpose was to
identify the prescriptive principles
common to various design theories
and models.
ntegration activation

demonstrat
application
ion
Purpose of Each Principle
1. Problem-Centered: Learning is promoted
when learners are engaged in solving real-
world problems.
2. 2. Activation: The purpose of the activation
phase is to create activities that build on
existing knowledge before exposure to new
information. Activating prior knowledge
prepares your learners to connect new
incoming information with existing
knowledge.
Purpose of Each Principle
3. Demonstration: The purpose of the demonstration phase is to create
activities that demonstrate your learners the steps and procedures.
Demonstrating knowledge requires the learners to be mentally active,
but they are not participating physically.

4. Application: The purpose of the application phase is to create

activities that give your learners opportunities to apply what they are
learning. Application of new information provides the learner's
opportunities to do something, such as practice a procedure, play a
game, answer a question, etc.

5. Integration: The purpose of the integration phase is to create

activities that help your learners select and express what they learned
and how they may use it. Integrating new knowledge helps the learners
connect what they are learning to their work or their lives.