Introduction

INSTRUCTIONAL DESIGN PHILOSOPHY


When designing instruction of any kind, I always consider the learner first. Years of experience as a 5th and 6th grade teacher and professional development facilitator of adults have taught me that instruction is only effective if you have a clear understanding of your audience. Once you have done extensive research on possible students, you can begin to design a model of standards-based instruction that will best suit academic needs and provide conditions to achieve high levels of success.   


I believe the beginning and ending of any instructional design is dependent upon clear learning goals and objectives. Research supports that students demonstrate more learning at higher levels when learning outcomes are clearly understood by students. Performance expectations should be clearly communicated to students by the instructor. Students should know what needs to be accomplished and at what level of achievement.  When expectations are clearly stated, instructors can more easily monitor the learner’s progress, and ultimately, the student can self monitor his/her own progress throughout the course.  As an educator, I hope to develop life-long learners who develop strategies to self-monitor and assess. The more I develop courses that follow this model of instructional design, the more I can prepare my students to set learning goals for themselves and strive to achieve them.


My instructional design practice, along with the instructional design models I use, is significantly impacted by my background in technology integration and formative assessment.  In both cases, the focus is on the learning, and not on the task.  Decisions about integrating technology into instruction is driven by learning outcomes and the specific learning style of the learner.