Instructional Design as it Pertains

¶ … instructional design as it pertains to classroom settings. The writer reflects on instructional design addressing systematic use of the theory. The writer discusses how and why it is used, what the research says about it and how it provides positive support for the writer's teaching. There were six sources used to complete this paper.

Reflection paper on instructional design

Instructional design is a concept that is used in many areas of life but in the field of education it can make a significant impact. I use instructional design in my teaching so that I can offer a consistent level of teaching to my students. Instructional design helps me stay organized as well as allows me to integrate many different elements into my classroom.

As a full time teacher I will use instructional design in the classroom routinely.

Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities (Instructional Design as a Process (http://www.coe.uh.edu/courses/cuin6373/whatisid.html)."

Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.

Instructional design is used in many areas of education including long distance and online learning (Thomas, 2001)."

Instructional design is a concept by which individuals take key elements that are needed to provide a cohesive delivery of instructions and apply it to that situation.

One recent study determined that the use of instructional design helped to reduce the repetition of material because the initial phase of the design included a planning period in which the goals for the students were clearly established (Peterson, 2003). This is called the analysis phase and is an important component according to the research conclusion.

In the analysis phase of this course, identifying students' background and experiences was paramount. All students completed an anonymous online survey consisting of six questions pertaining to the students' educational and work experience, instructional design experience, learning goals for the course, and any other information that assisted in the analysis for the design and development of the course. Students completed the survey prior to the first week of class, however this could be accomplished through a separate mailing when students register for courses (Peterson, 2003)."

In my own teaching experiences I will seek to address the desires and the needs of the students as well. I will do it through classroom discussion, pre-testing of students and parental input.

One of the key purposes of education is to promote a love of lifelong learning (Small, 2000). The use of instructional design can implement that goal by providing a smooth start to finish examination of need, delivery of education and analysis of results for any grade level in any situation.

A recent study identified several important elements that instructional design can help to facilitate. They included:

Attention strategies for arousing and sustaining curiosity and interest;

Relevance strategies that link to learners' needs, interests and motives;

Confidence strategies that help students develop a positive expectation for successful achievement; and Satisfaction strategies that provide extrinsic and intrinsic reinforcement for effort (Small, 2000)."

One recent debate around the subject of instructional design is based in learning theories. Experts and laymen alike wonder if there is a specific learning theory that is more suited to using instructional design. Research indicates there is not as long as the instructional design is well planned and facilitated smoothly (Melo, 2004).

MY PLAN

In my own teaching career I plan to utilize instructional design on regular basis. I will begin each year with a careful evaluation of the student need. This will be done by examination of test scores, conversations in the classroom and concerns of the parents through a questionnaire process.

Once I have established the needs of the students I will apply them to the learning objectives that have been set out by the state, the county and the local school system. I will also align them with the various projects and unit studies that I have planned for that calendar school year.

The implementation will be handled by using consistent and frequent reflections to be sure I am staying on course.

At the end of each year I will reflect on the objectives, the student needs, the instruction and units that I used and the outcome. Each year I hope to improve my instructional design for the following year.