Demonstration of Application

Description

The ADDIE model is used across many platforms to provide long-term growth for individuals through careful consideration of the target audience, the various resources/tools needed to present the lesson, implementation of the plan, adaptation of the plan, and review of data to determine what went well and what needs to be retaught.

This page summarizes the stages of a lesson created using the ADDIE Model:

Background

In the following example, two schools (School A and School B) are sister schools working together in a collaborative process. School A is located in a well-to-do, mostly Caucasion neighborhood with a majority of students performing at grade level. School B is located in a newly gentrified neighborhood and has a solid mix of African-American, Hispanic-American, and Caucasian students. There is a significant gap in learning levels with variations in reading levels from 2nd grade through high school. Currently, School A is handing lessons to School B which must be followed for feedback purposes. A major problem is the difference in the target audiences. Students in School B have been struggling to complete the work, and the teacher has been struggling to get students on task with work that is beyond many of their abilities. To better suit everyone's needs, the ADDIE Model was applied to a recent unit Road to Revolution: Townshend Acts and Boston Massacre at School B with the hope of successful implementation through adaptation.

Analysis

When planning the first step of a lesson, one of the key aspects to maintain is that "the program matches the level of skill and intelligence that each student/participant shows" (Kurt 2017).

Figure A

First Steps

Initially, School B recognized that the material offered did not match the skill level of most students. For example, within the lesson there were several large, chunked documents like the one shown in Figure A with only a handful being essential for review as part of the test. Fig. A was not on the test and was added as a supplemental document; valuable, but ultimately nonessential. Applying the ADDIE model, this part of the lesson was cut and a more hands-on lesson was created that allowed for students at School B to engage. Instead of reading back to back documents, the teacher incorporated an opportunity for students to demonstrate understanding of only the essential information. In addition, the presentation of content was varied. The teacher utilized different forms of media promoting differentiation thus addressing the diverse learning styles of students.

The Dreaded Graphic Organizer

In further efforts to reduce large text documents, the teacher at School B adapted a graphic organizer assignment (Fig. B) The original lesson asked students to complete six of these boxes by reading from a packet and then transferring the information. The teacher instead found a three minute video that accomplished the same task. The students were much more willing to work with the video as opposed to reading the text.

Figure B

Design

After deciding to adapt the lesson to specifically fit the students and their skills, School B needed to find a supplemental video (Fig. C) and an alternative evaluation product (Fig. D). The teacher chose What Were the Townshend Acts? produced by the History Channel. This video allowed for students with lower reading levels to demonstrate their abilities in class. The teacher noticed they shied away from being called on when texts were involved, but they were willing to answer questions in front of the class once the video was introduced. This was clearly a positive effect creating a boost in confidence that could be generalized to long term learning.

Figure C

Boycott Poster Alternative

Figure D - "Boycott Poster Alternative"

Following the video, the students were excited to do something different while showing knowledge. The teacher used this tool to gauge the amount of information the students retained following the video and subsequent reading.

Development

"The Lesson Level Intellectual Preparation Protocol (LLIPP) ensures teachers have thought through the most critical aspects of planning for instruction...This protocol assumes teachers also engage in robust unit unpacking, lesson execution practice, and looking at student work as part of their regular weekly preparation and development." Education Resource Strategies

For the next portion of the unit, the teacher produced a physical copy of Lesson #5 (Fig. E) and utilized LLIPP to anticipate any confusion or snags in the flow of the lesson. LLIIP allows the teacher to predict where students might fall into trouble and makes adjustments as needed. Using the protocol, the teacher typically walks around and helps students through demonstration. By letting students know that the teacher is doing the work as well, students are encouraged to tackle more challenging problems.

Figure E

Implementation

During this phase, the teacher in School B continued to carry out lessons within the unit, collect feedback and make adaptations. This information was applied to the final project-based product, Boycott Posters (Fig. F). Feedback indicated that students were engaged and responding to new tasks supported through a variety of media. Students clearly demonstrated understanding of the Townshend Acts and items that had an extra tax. In addition, the teacher noticed a strong use of vocabulary especially with the addition of the final poster project. Understanding of this information stemmed largely from the presentation of short video paired with discussion in place of extended reading from documents clearly above the average reading level of students.

Figure F

Evaluation

While evaluation was ongoing during this unit as part of the ADDIE process, a formal evaluation stage was identified to ensure all target goals were reached. To do this, the teacher in School B analyzed student product and determined levels of mastery and what, if any, material needed to be reviewed/retaught. It was determined that students were sufficiently prepared and ready for assessment via a Document Based Question (DBQ). In this process, students looked at a variety of documents then responded to a question with a claim, explanation, and reasoning. A rubric (Fig. G) was used as the standardized evaluation tool for students' final product.

Figure G

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