Instructional Process
Models & Theory
Traditionally, Instructional Design has been understood as a progression. ADDIE has been a linear model in use since the 1970s and the circular, SAM, model came onto the scene in 2012. In practice, my instructional design is always some version of that lies somewhere between ADDIE and SAM. A common misconception is that teachers are given a script or a plan or even an answer key, for that matter. While that may be true in some cases, it has never been my experience. One of the more rewarding aspects of teaching Latin has been the instructional design. I designed the course instruction to align with the needs and interests of each unique class of students. Our textbook offers stories in Latin, vocabulary lists, and one or two lessons and/or practices per chapter. Leaving supplemental materials, graphic organizers, resource guides, practice opportunities, the structure of our LMS (systems such as Canvas, Blackboard, Google Classroom, etc.), and advice to be created by the instructor.
The creative freedom and endless possibilities can be daunting, but settling into a process that builds upon itself incrementally makes the task manageable. As the only teacher of my subject, it is sometimes tempting to forgo the formal evaluation and just hope to redesign later. Unfortunately, that often works like putting something somewhere "safe" and then not finding it when you need it. Incorporating participant and client (i.e. parents) feedback as an early (unit guide) and latter (submission) part of the process makes it easier to incorporate. Building this directly into the design early on, and then having a spreadsheet of data to examine later, makes the evaluation not only more thorough but also a truer representation of all stakeholders' experience.
Where ever you fall on the ADDIE vs SAM debate, the true magic comes from finding the right process for you, your team, or your class. The extent of time you have is as important as the personalities and talents working together.
Even when there is little time and less of a pause between, there is great value in reflection on what did and did not work. Even though it may seem like a hindrance for the Drivers among you, that pause between is where you benefit from lessons learned and experiences gained. If you have an Analytical type on your team, they have likely already evaluated and ruminated enough for the group.
In Practice
Design models and pedagogy are a crucial foundation, but they are more related to theory than action. It drives me nuts when an instructor talks about theory with no practical application or example, and it is also mind-numbingly boring when a speaker gives a group of adults a how-to without sharing insights on why we are learning it or how we might apply it in different circumstances or context. Because of this, I always try to share a balanced combination of theory, action, and ideas for other uses.
Sharing my instructional process, concrete examples, and ideas for alternate or extended use is rewarding (all that work was not just for me!), and it is also, itself, an opportunity to educate and work with adults. Adult education is very different from secondary education. Adults are educated, experienced, and can find faults in any lesson that is less-than-solid. They can also be resentful of required learning and resistant from the start. I say this having been this adult (I'm sorry guys) and having instructed this adult. If, however, you can shift the lesson to one in which they can share expertise and ideas to improve upon something, adults can be the most rewarding to teach. The smartest person in the room is the room- the different perspectives, styles, backgrounds, and prior knowledge that a group of adults brings to a training room is breathtaking. Learners feel heard and empowered, colleagues learn more about themselves, and you can teach them whatever it is they need to know because you have worked with them rather than just taught them.
A concrete example
Below is an example of a chapter written in iBooks on the instructional design of my 'one best thing' for a publication that was meant to have a different chapter written by each member of the League of Innovators. Unfortunately, that never came to fruition when our Director of Innovation and Technology left the district. In my chapter, I explain the project-based learning, share results, and reflect on data and feedback.
Cannon-OneBestThing.pdf