Design Process Model

As we worked through our project, the team followed the ADDIE instructional design process to build our learning solution. However, in thinking about how we could tackle this project if we were to do it again, we would create a more refined version of ‘Gagne’s Nine Events of Instruction’ that specifically focuses on meeting the needs of general education teachers as it relates to ELL instruction. Even though the ADDIE model is widely used, easy to follow, and offered the team a clear and concise structure to build our instructional intervention, it was not without its limitations. For example, because ADDIE follows a linear, step-by-step process, it did not afford the flexibility required to quickly iterate on the design. Using Gange’s “Nine Events of Instruction”, which highlights 1). gaining your learner’s attention 2). Informing learners of the objectives 3). Stimulating recall of prior learning 4). Presenting the learning content 5). Providing guidance for learning 6). Eliciting performance 7). Providing timely feedback 8). Assessing Performance and 9). Enhancing retention and transfer, the team has created a new model called ‘The ELL Education Model’. 

‘The ELL Education Model’ combines Gagne’s instructional design principles with a focus on the practical implementation of ELL strategies that general education teachers can employ in the classroom. 

The model above would be iterative, and the duration of each step would vary depending on factors such as the complexity of the task, the learning objectives outlined, and the learners' prior knowledge and abilities.

In considering how we could create a design model to meet ELL teaching goals,  the team decided on the following items:  

We would keep: The iterative approach introduced by the ADDIE model, as well as a clear evaluation phase at the tail end of the instructional intervention. 

We would change: The complexity and nuance of the stages. In our model, goals and steps are clearly defined in a manner that aligns with ELL goals, ensuring that the design of the instructional intervention clearly works to support general education teachers' learning needs. 

We would remove: Some elements of the development stage. While a digitial prototype certainly meets learners needs in a modern and assessable fashion, this learning intervention can be designed in a manner that bypasses the need for technological integration. 

DeBell, Andrew. “How to Use Gagne’s Nine Events of Instruction [Examples].” Water Bear Learning, 16 Dec. 2019, waterbearlearning.com/how-to-use-gagnes-nine-events/#google_vignette. Accessed 6 May 2024.