Design

Definition of Instructional Design

Instructional design is field of study which uses systematic processes to create educational and training materials that are developed to meet learning objectives in a consistent and effective manner (Reiser, 2024, pg.41) 

Popular Instructional Design Models

Both the Dick and Carey model and the ADDIE model are helpful frameworks I’ve used when designing instruction, but they approach the process a little differently. The ADDIE model is more general and follows a clear five-step process: Analyze, Design, Develop, Implement, and Evaluate. It’s flexible and easy to apply, which makes it useful when I’m outlining a lesson or building a unit from the ground up. I especially like how the evaluation phase encourages ongoing reflection and revision.

The Dick and Carey model is more detailed and takes a systems approach. Instead of moving step-by-step, it looks at how all the parts of instruction (objectives, assessments, materials, and learner characteristics) work together. It includes ten components, and they’re all connected, which helps me think more deeply about how each decision affects the overall learning experience.

For me, ADDIE works well when I need a big-picture structure, while Dick and Carey helps when I want to get into the details and make sure every part of the instruction is aligned and purposeful.

Reflection

Instructional Design I (Fall 2024):

This course was one of the most challenging yet rewarding experiences of my semester. As a high school teacher, I already had some experience developing instructional materials, but this class pushed me to think more deeply and systematically about the process. Following the ADDIE model, I learned how to approach instructional design in a structured way. During the Analysis phase, I realized how important it is to fully understand the audience's needs and the learning goals before diving into development. The Design phase taught me to plan with purpose, considering how every element—content, visuals, and assessments—should align with the learning objectives. In the Development and Implementation phases, I saw how critical it is to stay organized and adaptable, especially as challenges or new ideas arise. Finally, the Evaluation phase emphasized that instructional design is never truly “finished”; there’s always room for improvement and refinement.

Serving as the team lead for our project (a website aimed at introducing high school students to STEM careers), gave me a firsthand understanding of the complexities of collaboration. I learned how to manage a team, balance differing ideas, and guide the project forward. Being part of a team also reinforced the importance of communication and shared responsibility. While there’s always room for improvement in our final product, the iterative nature of the ADDIE process taught me to see every project as a work in progress. Overall, I’m proud of what I’ve learned and accomplished, and I feel more prepared for future projects in instructional design. 

Instructional Design II (Spring 2025):

Building upon the foundational knowledge gained in Instructional Design I, this semester’s individual project in Instructional Design II offered a valuable opportunity to apply instructional design principles in a new way. I centered my project on a quadratic forms and features unit  which was perfect for direct implementation and reflection with my high school students. In developing this unit, I employed the Dick and Carey model as a systematic framework. I integrated various learning theories, including cognitivism via individual practice and guided notes and connectivism through collaboration in real-world applications. To foster engagement, I used various types of activities and media: collaborative group work, direct instruction,  varied assignments, online activities, posters, notes, and graphic organizers. Technology, particularly DeltaMath and Desmos, played an important role in providing practice and visualization. Assessment included quizzes, a unit test, informal checks for understanding, cold calling, and a student survey. 

A challenge I encountered was the fixed schedule for the tennis ball launch which created time constraints, however, I imagine this is a common issue in the field of instructional design. I am most proud of the variety of activities and media used, which I believe enhanced student engagement and catered to different learning styles. Another high point of this process was just changing my mindset from seeing reteaching in a negative way to now seeing it as an opportunity for improvement and growth. This process has improved my teaching and provided helpful insights for the quadratic unit. The individual nature of this project differed from the team-based approach in Instructional Design I. This process gave me more autonomy and provided a direct link between my design decisions and student outcomes. The key takeaways that I got from Instructional Design II that influenced this project include a deeper understanding of systematic design models (Dick and Carey) and the alignment of objectives, activities, and assessments. This course has enhanced my instructional design skills, which I am excited to apply in my future teaching.