Instructional Design Models Assignment

For the following assignment I chose the instructional designs ADDIE and the A.S.S.U.R.E. prescriptive design models.

1) How are the two models of instructional design similar to one another?

One thing similar in these two designs is that use the mnemonic device, meaning for each letter of the word that letter stands of a word or another meaning. Using this technique makes it easier to remember it. I know this to be true, because I've used the mnemonic device on several things to make things easier for me to remember, since I forgot a lot.

A-nalyze learners
S-tate objectives
S-elect instructional methods, media, and materials
U-tilize media and materials
R-equire learner participation
E-valuate and revise

A-nalysis
D-esign
D-evelopement
I-mplimentation
E-valuation

2) How do the two models of instructional design differ from one another?

These two designs differ though because of the objectives they're trying to cover. Yes, they are both instructional designs, but they also cover different things. The ASSURE instructional design is used to assure effective use of media in instruction. The ADDIE instructional design is used to identified a learner's problem and trying to correct it. So you see, they both try to instruct but one is just in general instruction, and the other one has a more specific goal in mind when instructing.


3) Define the process for starting the design phase for a specific lesson you can use in your own curriculum. You should describe your potential audience (general characteristics, prior knowledge, demographics, and motivations). List any societal factors that may affect your lesson as well.

If you want to start a design phase for your lesson your planning in your curriculem when trying to teach your target audience, for example a class of first grade children you should know what they know and what they don't know. So asking in the beginning of your lesson plan "So kids, what do you all know about (insert topic here)?" If no one raises their hands you can assume they don't know anything about what you're teaching and you can go from the basics to the more complicated things. If your class does know a little something about what you're teaching, you can skip the stuff they do know or just do a quick overview. No child likes to be talked at about things they already know in their mind.