Instructional Design And Practice Paper

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Instructional Design and Practice Developing effective curriculum by combining cognitive research with communication and education to address all learners is the crux of excellent instructional design. Smith and Ragan (as cited in Brown & Green, 2015, p. 6) defined instructional design as “the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information, resources, and evaluation”. There are many models in creating instructional design however all models address similar components. ADDLE stands for the main components in developing instructional design: “analyze, design, develop, implement, and evaluate” (Brown & Green, 2015, p. 7). Instructional …show more content…

Best practices for instructional methods include clarity of instruction by presenting materials in an organized manner, modeling or presenting examples to students and allowing students to question and respond to material in a timely manner. Positive feedback, either individual or whole group, benefits student learning and provides opportunities for growth. Student feedback is important allowing changes to occur in the instructional process and allowing adjustments in materials and examples. Formative assessments are crucial for instructors to gain feedback in student understanding of daily learning objectives or short units of study. Summative assessments give valuable information on end goal achievement. Students use metacognitive strategies and critical thinking skills to self-reflect and assume ownership of their learning. Harbour, Evanovich, Sweigart and Hughes (2015) stated: “When teachers use effective practices, they maximize the probability that students will be actively engaged in instruction” (p. 5). Instructional design and practice, when effectively combined as cooperative methods, create an environment for maximum student …show more content…

Instructional design is composed of methods and processes engaging and challenging the learner. Harbour, Evanovich, Sweigart and Hughes (2015) stated: “Student engagement is one of the most well-established predictors of achievement; when students are more engaged, they tend to have greater academic and social success” (p. 5). Positive teacher support in student behavioral engagement includes helping students feel a sense of belonging to the class and school, and can help students gain confidence. Positive teacher support directly effects class participation, success in completing assignments, quizzes and exams and student attendance. Students who feel supported and safe in a school environment want to come to school, participate and do their best. Emotionally and cognitively engaged students who have positive relationships with their teachers and peers assume responsibility for their learning and are willing and confident in their learning skills enabling them to achieve academic

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