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Running head: NEW INSTRUCTIONAL MODEL

Group Project - Combining and Creating a New Instructional Model

Giannetti George
Danielle Sheppard
Rose Bertin

UNIVERSITY OF the West Indies


Open Campus

Course
EDID 6503 Instructional Design Theories, Models and Strategies

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Abstract

This paper looks at the collaboration of three prospective instructional designers in creating a working
instructional model which would be implementable across three secondary schools located on two Caribbean
islands. Three instructional models which were initially designed for the respective schools were remolded into
a new model called SPADEER, where each letter in the model name provides descriptions of the model. The
components are Students, Planning, Analysis, Execution, Evaluation and Reflection. SPADEER was inspired by
the cyclical design of the Kemp Model and the simplicity of the ADDIE Model. The components are
interdependent with the focus emanating from Students who are at the heart and the primary focus of this
student-centered instructional model. This model allows for the implementation of various instructional
strategies and approaches. Although SPADEER was initially conceptualized for use at All Saints, Ciceron and
East Coast Secondary Schools, it has applicability for any learning environment.

NEW INSTRUCTIONAL MODEL

Group Project - Combining and Creating a New Instructional Model


Instructional Environments
Description of work environment for Danielle (The All Saints Secondary School)
The All Saints Secondary School is a secondary learning institution in Antigua which first opened its
doors in 1963 making the institution approximately 53 years old. The school caters for students between the
ages of 11 to 16 years, providing instruction at 5 form levels (1st to 5th) or grades (7th to 11th) . The school has
an approximate roll of 681 students comprising 367 boys and 314 girls. The institution has on staff 73 teachers
17 of which are males and 56 females. Within the teaching system in Antigua there are various classes of
teachers. There is the Graduate teacher 1 (GA1) which is a teacher with at least a first degree and a teacher
training certificate. There is also the Graduate teacher (GA), who just possesses a first degree. In addition there
is the trained teacher (TT) and untrained teacher (UT). The trained teacher possesses either a certificate or
associate degree in teacher, training while the untrained teacher has no formal training in education. There are
also the senior and master teachers who would aid in evaluating and monitoring instruction. Below is a
breakdown of the qualification status of the teachers at the All Saints Secondary School.
The institution offers approximately 32 subject disciplines which are broken down into Business, Natural
Sciences, Social Sciences, Technical Vocational, Modern Languages, English, Math and the Arts. There is also
a wide offering of extracurricular activities which include Steel Pan, Dance Sailing, Cricket, Netball, Volleyball
etc.
The institution is located within a rural community with students from neighboring communities being
enrolled. These students come from different socio-economic conditions, cultural backgrounds, varying
nationalities and academic levels, making the institution very diverse. The institution follows the teaching
curriculum developed by the Caribbean Examination Council (CXC) in approximately 32 subject disciplines as
previously stated. Over the years the institution has ranked third on island among the government owned
secondary educational institution with a passing rate ranging in the 70 percentile.

NEW INSTRUCTIONAL MODEL


Table 1

Profile of Teaching Staff at the All Saints Secondary School- Taken from Staff Attendance
Gender

Graduate

Non-Graduate

Senior

Master

Total

Teacher Teacher
Trained

Untrained

Trained

Untrained

GA1

GA

TT

UT

Male

Female

12

14

26

56

Total

20

14

32

73

17

Profile of Teaching Staff at the All Saints Secondary School- Taken from Staff Attendance
Having such wide diversity of students, educators at the institution are constantly faced with the
challenge of catering for the learning needs of all the students, which has escalated with the advent of universal
secondary education. In the past students would be required to sit entrance examinations to gain scholarships to
government owned secondary educational institutions, however that practice has been abolished are just
required to write their assessment and placement exams. This has caused the size of the institution to grow
tremendously where instructors would often find themselves with a class size of over 30 students which makes
it difficult at times, to ensure that students get the attention that is needed. Since students are now just placed
into a secondary school in their zone they would come with varying learning difficulties, where because of lack
of experience and sometimes training on the part of the instructor to handle these types of learners, students are
left behind in instruction which creates a gap in learning.
Within the organization there are a few instructional strategies that are utilized. These are used because
of the diversity of subject disciplines that are offered to the students, and to facilitate the effective delivery of
the curriculum. One method that is used frequently by all of the instructors at the educational instruction is the
direct instruction method. Luke (2014) outlined that this method of instruction allows for clear explanation of

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content to a large group of learners at the same time. It also allows them to keep control of the class and cover
the relevant information from the curriculum.
Another teaching strategy that is widely used within the institution is guided discovery learning.
Reigeluth and Carr-Chellmen (2009) outlined that this teaching strategy allows for the instruction to be
organized around a particular process, so the learners are able to discover the concept while being guided
through the process. This way they maximize the time given for the teaching session while actively
participating in their learning (Smitha, 2012).
Hands-on-learning is another teaching strategy utilized especially by the technical vocational teachers,
food preparation teachers, music teachers and the arts instructors. In this method students are given the
opportunity to actively participate in the discovery and mastery of skills and knowledge concepts. Students also
engage in the drill and practice learning strategy so as to ensure important information is memorized. Reigeluth
and Carr-Chellmen (2009) highlighted that this teaching strategy focuses on rote learning through the constant
repetition of various tasks until they become automated.

Description of the work environment for Rose (The Ciceron Secondary School)
The Ciceron Secondary School was deemed, at the time of opening in 1993, as the Flagship of
Secondary Education on the island because of the plan for the integration of Information and Communication
Technology (ICT) into the Technical Vocation Programme and the first ever pilot of the Modular Approach to
education on the island. Prior to the opening of the School in 1993, some of the teachers who were recruited to
teach at the school were selected and sent to Paxton/Patterson in Wisconsin, USA. There we received training
over a three (3) week period on the use of various modules on classroom technology learning systems.
The website of the Paxton/Patterson institution indicates that in 1990, it became one of the first
companies to provide classroom technology learning systems and provides learning systems which engage
students with problem-based, real-world technology. The programs concentrate on STEM Education, Health
Science Careers, Family and Consumer Sciences, and Architecture and Construction. Twelve modules were

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selected from the suite of Paxton/Patterson programs for the Ciceron Secondary School in St. Lucia and there
are seven fully equipped, technologically enabled/computer-based labs at the School: Food & Nutrition,
Information Technology, Building Technology, Technical Drawing, Clothing and Textiles, Integrated Science,
and Agriculture.
The Ciceron School has four hundred and ninety (490) students. Two-hundred and fifty one students
(251) are females and Two-hundred and thirty nine (239) students are male. The school is located in a suburban
area a few miles away from the capital city.
While the school is open to a diverse range of students, the School population comprises of students who
were not particularly academically inclined as the entrance scores for admission into the School, from the
Primary School system, range between thirty-five percent (35%) to seventy-five percent (75%), which is below
average to just slightly above average. There were thirty-two (32) teachers at the School - including the
learning resource coordinator, at the end of the 2015/2016 school year. Table 2 below shows the distribution of
teaching staff, based on gender and qualifications. The ratio of male to female is about 1:2.

Table 2
Profile of Teaching Staff at the Ciceron Secondary School
Gender

Graduate

Non-Graduate

Total

Trained

Untrained

Trained

Untrained

Male

11

Female

21

Total

15

11

32

Source: Ciceron Secondary School: Annual Report 2015/2016


Further analysis of the above table indicates that sixty-two percent (62%) of teachers are trained, eightyone percent (81%) are University graduates with at least a first degree and almost half, forty seven percent
(47%) are both graduate and trained teachers.

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Instructional Model which best describes the work environment

The Instructional Model which best describes the work environment in the first two to three years of the
operation of the School was modular instruction, based on the collaboration with Paxton/Patterson outlined
above. Modules are self-contained, self-instructional packages, with learning dictated by each student based on
his/her individual needs and ability. A module can cover either a single aspect of subject matter content or a
grouping of content elements forming a discrete unit of subject matter or area of skill (Ali, et al. 2010).
However, after the first two to three years, the use of the Modular model diminished and the Direct
Instruction model best describes the work environment presently. This conclusion was arrived at based on my
own observations as a teacher at the institution from 1993, as well as feedback received from the School
Principal and other colleagues in interviews conducted on which model best describes the work environment at
the Ciceron Secondary School.
In the Direct Instruction model, the teacher imparts knowledge or demonstrates a skill. The Model uses a
teacher-centered approach to help students understand organized bodies of knowledge. Teachers use advanced
organizers at the beginning of a lesson to preview and structure new material, linking it to students' existing
network of organized and interconnected ideas and relationships (Tarver, 1999).
Instructional strategies used in the work environment
Direct instructional strategies are largely teacher-directed, where teachers tell the students the concept or
skill to be learned and then lead them through instructional activities based on behaviouristic learning
principles, e.g. getting students' attention, reinforcing correct responses, providing corrective feedback,
practicing correct responses (Tarver, 1999).The work environment is characterized by teacher structured lessons,
following a sequential approach, with the teacher in control of the content, activities, and lesson pacing.
Teachers monitor student understanding and provide feedback. Specific instructional strategies used in my work
environment include methods such as: lectures, didactic questioning, explicit teaching, practice and drill, and
demonstrations.
Description of the work environment for Giannetti (The East Coast Secondary School)

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The East Coast Secondary School is a 35 year old educational institution situated in a rural community.
The student population is 825 with a teaching staff of 55. There are five year levels, namely Forms 1 to 5 and
the average class size is approximately 30 students of mixed ability. A total of 27 subjects are taught at the
secondary school but not all are offered at every year level. At the Caribbean Examination Councils Caribbean
Secondary Education Certificate (CXCs CSEC) exams level only 26 of the 27 subjects are undertaken. Over the
last five years the CSEC results indicate that the schools average percentage has been hovering around the midfifties to late fifties. The instructional timetable is based on a six day cycle with eight 40 minute periods per day.
More than 90% of the teaching staff is qualified, meaning that they possess a trained teacher certificate
or diploma, and more than 70 % have at least a first degree, yet they had virtually no knowledge of instructional
models. Casual observation of instructional procedure has determined that the institution does not follow any set
instructional model. Discussions with numerous teachers indicate that most of them are not familiar with
instructional models and commonly describe various instructional strategies as models. Discussions with the
principal and vice-principal also validated the notion that there was not a designated instructional model or
models in place, in the work environment. The implication was that teachers used any ad hoc strategies they
preferred. Even in the absence of a formal instructional model, there were commonalities in the mode of
instruction at East Coast Secondary School. Table 3 provides a matrix which identifies the various instructional
strategies commonly used by teachers for all the subjects offered. This matrix was generated based on informal
discussions with instructors and actual observations of lessons.

NEW INSTRUCTIONAL MODEL


Table 3:

Matrix showing the most commonly used Instructional Strategies currently implemented at East Coast
Secondary School
instructional strategies

Subjects
Agricultural
Science
Biology
BT
Constructio
n
B T Woods
Chemistry
Clothing &
Textile
E.D.P.M
English A
Englisg B
Food &
Nutrition
French
Geography
Health &
Family Life
History
H S Biology
I.T.
Integrated
Sci
Mathematic
s
Office
Admin
Physical Ed
Physics
P.O.A.
P.O.B.
Social
Studies
Spanish
Technical
Drawing
Theatre Art

Discussi
on/
lecture

note
taking

drill &
practi
ce

experime
nt

projec
t

x
x

x
x

x
x

x
x
x

x
x
x

x
x
x

quiz

grou
p
wor
k

role
play

stimulatio
n
x

x
x

x
x
x

x
x

x
x
x
x

x
x
x
x

x
x

x
x

x
x
x

x
x

x
x
x
x

x
x

x
x
x
x

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Observations of teachers lessons confirmed that the most commonly used instructional strategies were
lectures, note taking, drill and practices and quizzes are. The over dependency on lecturing provide evidence for
the teacher-centered instructional model that reflect the mode of operation at the school.
What occurs at the East Coast Secondary School may best be described as a Teacher- Centered
Instructional Model. Figure 1 best illustrates the model that currently exists, if one had to be designed. This
model may best be described as linear in nature. Crawford (2014) proposed that linear based instructional
models are usually observed in the traditional classroom environment (p. 58). In addition, a linear, teacher
centered approach does not cater to all types of learners and has the effect of hindering student creativity
(Crawford, 2014).

LECTURE

STUDENT ACTIVITY

Examples of strategies include:


Discussion
Group work Reviewing
Note taking
Drill & practice
Project
Role play
Simulation
Experiment
Demonstration

ASSIGNMENTS/ HOMEWORK

SUMMATIVE ASSESSMENT

Figure 1: Teacher-centered Instructional Model implemented at East Coast Secondary School


In the teacher centered instructional model of East Coast Secondary School, there are five main

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components, namely planning, lecture, student activity, assignment or home-work and summative assessment.
The planning usually comprises of year level schemes of work and individual teacher lesson planning. The
lessons usually begin with teacher-lead lectures that may incorporate some kind of teacher-led demonstration. A
significant portion of the lesson may be spent with students engaged in reinforcement activities where they are
quietly and individually writing in their notebooks. Lessons usually, but not always end with home-work being
assigned. Summative tests are administered at the end of topics or units of work and at the end of each teaching
term. The results of the summative exams are not used for any analytical purpose except to rank students.

Similarities and Differences in Work Environment


Although our educational institutions are on two different islands Antigua and St. Lucia. There are some
commonalities and differences in the intuitions design and the manner in which instruction is delivered. Some of
which are highlighted below:
Location
Conveniently all three work environments are secondary school instructions that are each located on Small
Island developing states in the Caribbean region, namely All Saints Secondary School in Antigua, Ciceron Secondary
and East Coast Secondary Schools are both located in Saint Lucia.
In addition, both the All Saints Secondary and East Coast Secondary are located in rural communities on their
respective islands, while Ciceron Secondary is located in a suburban area.
Demographics
All the school have Forms 1-5 or Grades 7 -11 classes. The educational institutions although they are all
secondary learning institutions the size of the institutions are different. The East Coast Secondary and the All Saints
Secondary are two large secondary educational institutions with a large student body. The East Coast Secondary has
the highest student population with 825, All Saints Secondary follows second with 681 students and Ciceron
Secondary has 490 students.

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The All Saints Secondary has the largest complement of teaching staff, 73 educators to be exact who possess
different levels of training in the field of education. The East Coast Secondary has a teaching staff of 55, most of
whom are trained graduate teachers. The Ciceron Secondary is a newer and smaller educational institution with a
teaching staff complement of 32 teachers who have all been trained to work at the educational institution. In addition
to small staff size the student population at the institution is also small as the institution was build to cater for a
specific demographic of students.
Subject Offerings
The three institutions cater for secondary level learning which follows a regional standard curriculum
designed by the Caribbean Examination Council (CXC). Students from the educational institutions would, at the end
of their 5 year educational cycle all sit the same standardized examinations on the same day since the examination
body would have distributed the exact examination timetables throughout the region. The subject offered at each of
the educational institutions are also similar, where students are offered a wide variety of subject disciplines ranging
from the Natural Sciences, Social Sciences and the Technical Vocational areas as well as the main areas of English
and Mathematics. The All Saints Secondary School and the East Coast Secondary on the other hand offers a wider
variety of subjects in the varying main disciplines, 32 and 27 subjects respectively, and they also offer subjects in the
modern language and the arts. The Ciceron Secondary due its size offers a smaller number of subjects (19), with a
concentration in Technical Vocational subject areas.

Similarities or Differences in Instructional Strategies


Instructional Models
When Ciceron Secondary was first established it was fully equipped and designed to be a technical vocational
institution with teachers receiving specialized training to implement their Modular Approach to education. However
over the years, the model has degraded to a Teacher Centred Approach, similar to what occurs at both the East Coast
Secondary and the All Saints Secondary. This approach to instruction as pointed out in Reigeluth and Carr-Chellmen

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(2009) would allow the instructor to use the time given wisely for instruction, thereby ensuring that the objectives
outlined for learning in the various curriculums are covered.

Instructional Strategies
All three schools have a heavy emphasis on the teacher centered approach to instruction in particular the direct
approach to instruction. Reigeluth and Carr-Chellmen (2009) highlights, that this approach makes use of various
strategies of instruction such as the drill and practice, lectures, guided discovery, rote learning and demonstrations,
which were all incorporated into the teaching and learning process at the institutions. From the variety of teacher
centered instructional strategies outlined in Reigeluth and Carr-Chellmen (2009) as well as on Driscoll (2014), the All
Saints implemented strategies that include: direction instruction, guided discovery, hands on learning and rote
learning. At the Ciceron Secondary teachers make use of advanced organizers which Driscoll (2014) notes is
important for learning since it allows instructors to link previous knowledge to new information being taught. In
addition to advance organizers the instructors at the institution make use of didactic questioning and explicit teaching
in the learning process. While note taking, quizzes, role playing simulations and projects were strategies often
implemented at East Coast Secondary.
New Combined Instructional Model
Description of new model
The previous educational institutions all implemented instructional models that catered for the teacher
centered approach to instruction. It was believed that this method of instruction allowed teachers the opportunity to
complete their curriculum in the time frame given by the examination council. When the institutions merged the
instructional designers felt that the continuous use of teacher oriented instruction would not meet the educational
needs of the learners. Therefore a new instructional model called the SPADEER was designed to facilitate effective
instruction within the organization. The SPADEER instructional model was designed using similar structures,
principles and tenets of the Kemp instructional design as well was the ADDIE model. The model followed the
circular design as of Kemp and ADDIE model designs since this sequence does not follow a strict linear sequence

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through the steps as noted by Forest (2012). This design would represent a continuous cycle of activities and revision
of activities that would only serve to improve the instructional process (Giles, 2013). Thus instructors would be able
to begin their use of the model from any section depending on their needs and circumstances.
In addition these models were used since they would effectively facilitate planning, development and
implementation of teaching strategies that would improve the teaching and learning experience of individuals within
the institution. The Kemp model and the ADDIE model were used as the base for the development of the new model
since these instructional models draw information for instruction from numerous disciplines and approaches to
instructional design and learning (Morrison et al., 2010). This makes the information gathered from these models, to
be included in our new design, to be more researched, practical and relevant to the instructional needs of the diverse
set of students that would be attending the new institution.
The unique name SPADEER was selected as the name for the model as it as an acronym for the various
sections of the model, which are:
o Planning
o Analysis
o Designing
o Execution
o Evaluation
o Reflection
These sections are all interconnected to the student element of the model, thereby making it the type of
instructional model that not only caters for the instructor but focuses on what is important to ensuring that effective
and meaningful learning takes place. In the planning stage, timelines would be set and other instructional strategies
would be organized. During analysis the instructional infrastructure, resources and other important details for
effective implementation would be evaluated. In the designing stage areas that would have been previously identified
such as instructional strategies, creation of student friendly work environment would be synchronized so that in the
execution stage they would be implemented easily. The evaluation stage would allow the instructional designer the

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opportunity to evaluate and assess the model. Then through the reflection the designer would be able to look back on
the entire process and re-strategize if needed.
Below you will find the diagram that illustrates the new instructional model called the SPADEER.

Figure 2: The Newly Designed Model, SPADEER Instructional Model

Justification for the design


The new model SPADEER, is systemic and nonlinear and will encourage instructional designers to work in all
areas as appropriate (McGriff, 2001). The new model adopts the circular, as opposed to a linear structure, by viewing
the seven core elements of the model as interdependent rather than singular or independent. This allows for a high
degree of flexibility as the design process can begin with any of the seven components or stages, rather than being
restricted to working in a linear fashion (Akbulut, 2007). As stated before Figure 2 shows the pictorial depiction of
the student-centered instructional model, SPADEER, which is an acronym for Students, Planning, Analysis, Design,
Execution, Evaluation and Reflection. SPADEER has six components which are interrelated.

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Students
At the center, as a constant reminder that this is a student centered instructional model, and that each
component must emanate from the students is the student or learner element of the design. Every student has a
history, a point of view and experiences that influence how he or she learns. Etmer and Newby (1993) noted that the
cognitivist theory of learning is more concerned with how readily learners assimilate information. That is how new
information can be meshed with existing information. The behaviourist is focused on pre-testing to determine at what
level learning should begin and the constructivist postulates that learners build personal interpretation of the world
based on individual experiences and interactions (p. 63). It is apparent that irrespective of the learning theory that the
instructional designer is a proponent of, the importance of the learner cannot be overstated or overrated. There must
be a distinct focus on the student or learner in order for instruction to be successful.
Planning
In everything that is done, it is important to plan effective and efficiently for success. Therefore it was
deemed necessary to ensuring that this area was added to the model. The planning component is concerned with
setting the time line for the implementation of the other components of SPADEER and as proposed by Crawford
(2014) in creating an authentic learning experience. Here, most of the macro-planning takes place. This would include
schemes of work for the term, selection of topics, and selection of subject content. In this stage every effort must be
made to ensure that all the teachers have bought-into the SPADEER model. Teacher professional development
workshops may be required to familiarize teachers with the new model and its implementation. Pentecost, Langdon,
Asirvatham, Robus and Parson (2012) noted that instructor attitude concerning pedagogy change and instructional
modification can influence the success of the implementation of the new model. Consultation with major stakeholders
would be strongly encouraged in this component. Students input during the planning stage would significantly
contribute to the authenticity of the learning experience and allow them to take ownership of their learning since they
were part of the process.
Analysis

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In this component was seen as a critical part of the model design since it would be important to identify the
resources that are available to teachers and students in the learning environment. These resources would not just
include infrastructure, but includes teaching aids and equipment, special rooms such as laboratories and learning
resource rooms, community resources and services, PTA and other human resources. Human resources such as
experts (Driscoll, 2005, p. 176) may be very valuable in cases where experiential or collaborative or situated
cognition approaches have to be used. It is also very important to analyze the learners in order to create student
profiles. Although the learning general objectives are determined by CXC in the syllabi provided, the instructors can
identify those learning outcomes and topics that are difficult for the students to grasp. According to Shibley, Amaral,
Shank and Shibley (2011), difficult concepts can be identified by examining past exam results and looking for
patterns.
Design
This component was used in the design because it allows for the actual creation of lesson plans based on
student cognitive level and the level of understanding or mastery of the content that the learners need to obtain. The
identification of specific objectives from general objectives will directly guide the selection of instructional strategies.
A concerted effort must be made to incorporate student centered approaches. As this is the 21st century, whenever
possible, technology and media logic should be designed into instructional design. Reigeluth and Carr-Chellman
identified four roles of technology in this current time, namely for record keeping, planning, instruction and
assessment (2009). The instructional strategies used must be student centered, where the students themselves are
allowed to lead these activities. Reigeluth and Carr-Chellman (2009) states that student centered learning means
providing opportunities for students to be more responsible for their own learning. In Teachthought, an instruction
based website, it was noted that the main focus should not be on teaching the curriculum or policy, instead it must be
on the needs of the students (2016).
Execution

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Here the actual lesson plan, instructional strategies and approaches would be executed. The curriculum is
taught using the innovative, compelling and students centered approaches. It also includes the administration of
various assessments.

Evaluation
The application of both summative and formative evaluations is administered. The summative assessment is
used to determine if the specific learning outcomes or objectives have been achieved. These are usually administered
to students at the end of a topic or a cycle. Formative assessment should be used to provide feedback on the
effectiveness of the various components of SPADEER and effectiveness the entire model. The results of these
assessments are not merely to determine if students have obtained the necessary knowledge and skills, but also to
evaluate the effectiveness of the instructors and the success of the instructional model.
Reflection
In this step in the process instructors would have the opportunity to reflect on the model in particular the
various instructional strategies and method of execution. After the reflection process, instructors would be able to restrategize if the instructional strategies used did not fully meet the needs of the students, or did not allow for effective
instruction and delivery of the curriculum. This step will aid in ensuring that effective teaching and positive learning
outcomes are attained. Danielson (2007) postulated It is through critical reflection that teachers are able to assess the
effectiveness of their work and take steps to improve it (p. 92). Having this step in the model is important as it
would provide the instructor with the opportunity to take a comprehensive look on what was done and make
adjustments to facilitate the improved performance of the learners.
Instructional strategies that will be afforded in the new model
The introduction of the SPADEER model into the new combined institution would allow for the
implementation of student friendly teaching, since the entire model is designed around the instructional needs
of the student. Reigeluth and Carr-Chellmen (2009) noted that when student centered teaching approaches are
used in the instructional process, it provides opportunities for learner to make the learning experience their own.

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This leads to more interest and participation in learning, thereby making it more meaningful and memorable for
the learner.
Below (Figure 3) is a list of examples of student centered instructional strategies that would be implemented
into the learning process (Teachthough, 2016 and Reigeluth and Carr-Chellman, 2009).
demonstrations

role play

simulation

inquiry based learning

projects

problem based learning

guided discovery

debates

collaboration

student lead lectures

laboratory experiments

experiential learning
games

microworlds
competitions
workshops

Figure 3: Some examples of student centered instructional strategies


The implementation of these strategies would create an environment that would allow students to be active
participants in their own learning process. Driscoll (2014) noted that when learners are able to participate in their
learning process it creates in them a sense of ownership. Thus the information gathered would create changes not
only in their observable behaviours but also in their mental structures which is all a part of the learning process
(Driscoll (2014). In addition, the incorporation of these teaching and learning strategies would create a learning
environment that would facilitate the fostering and development of skills, creating deep understanding of learning
concepts as well as complete integration of the various learning outcomes from Blooms Taxonomy (Reigeluth and
Carr-Chellmen, 2009).
One of the strategies that would be used frequently in the new institution is the fostering cooperative learning.
This is a teaching strategy in which small teams, each with students of different ability levels, use a variety of
learning activities to improve their understanding of a subject. By using this method, students will feel more
supported in the learning experience and also feel more valued as an important member of the class.
Experiential learning is another method that would be incorporated into the learning process. This method
which is inductive, learner-centered, and activity oriented will be provided for by the new model. Experiential
learning greatly increases understanding and retention in comparison to methods that solely involve listening, reading,

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or even viewing (McNeil & Wiles, 1990). Students are usually more motivated when they actively participate and
teach one another by describing and reflecting on what they are doing.
Another strategy what would be provided for in the model is independent study. This refers to a range of
instructional methods which are provided to foster the development of individual student initiative, self-reliance, and
self-improvement. It can be used as the major instructional strategy with the whole class, in combination with other
strategies, or it can be used with one or more individuals while another strategy is used with the rest of the class
(Keesee, 2014).
The use of guided discovery learning in the instructional model would allow instructors to organize teaching
and learning in a manner that would allow learners to discover concepts on their own instead of being given the
information through rote (Reigeluth & Carr-Chellmen, 2009). Smitha (2012) highlighted that this strategy would
allow learners to grasp learning concepts their way, since students learning differently. In addition, when connections
can be made through discovery learning, the information gained would have more meaning to the students.
As the table above indicates many other student- centered instructional strategies would be implemented when
the new model is introduced. These strategies would be used together so that the instructional process would be more
rounded and enjoyable to the student.
Discrepancy Analysis- Difference between the new model and the other individual models
SPADEER vs. Eight Step Model to Effective Instruction
Although the models were combined to make a new and unique model to meet the learning needs of the
diverse students that will be found at the new institution. There are some notable differences between the SPADEER
and the Eight Step Model to Effective Instruction, even after the combination. The first difference is in the design of
the models. The Eight Step Model to Effective Instruction took a linear format, where there was clear starting point
in the design process. However the new model took the format of a circular style which is similar to the Kemp
model. This circular style indicates that there is no distinct starting point in the instructional process (Giles, 2013).
Another difference that can be identified is the number of stages present in the both models. As the name
indicates the older model had eight steps or stages. However the new model SPADEER has six stages, which all

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revolve round the focal point, the student in the model design. Also the Eight Step Model to Effective Instruction has
assessment, setting of goals, collaboration, strategizing as individual stages in model design. But in the new model
these stages were omitted as individual steps. Another point to note, in the new model, analysis was given an
individual stage, while in the older model it was not mentioned.
SPADEER vs. SPADIE
The differences between SPADIE and SPADEER were minimal. At the core, the old model and new model
were very similar. It may even be argued that SPADIE was the inspiration for SPADEER. The old model lacked the
very important element of Reflection. With the addition of this new component, the instructor can now re-strategize
if necessary. This element allows both the instructors and the learners to provide and receive feedback about the
effectiveness of SPADEER. It is important to note that reflection can be carried out as an assessment of the model as
a whole, or at any singular part of the model.
The other obvious difference is that Implementation was replaced with Execution. They are
fundamentally the same, but Team Architect opted for taking Execution from Danielles Eight Step Model to
Effective Instruction
SPADEER vs. Modular Based: Web 2.0 and Mobile Infused Kemp Revised Model
After the models were integrated, a new model, which was named: SPADEER emerged. In comparing the new
SPADEER model to the Modular Based: Web 2.0 and Mobile Infused Kemp Revised Model, a few similarities and
differences were noted. The design of the models was similar, in that both were systemic and nonlinear. This allowed
for a high degree of flexibility as the design process can begin with any of the components or stages, rather than being
restricted to working in a linear fashion (Akbulut, 2007). The models also have some identical phases: planning;
analysis; design; evaluation; and revision/reflection.
However there are some notable differences in the models. The Modular Based: Web 2.0 and Mobile Infused
Kemp Revised Model has nine components or stages whereas the SPADEER model has six components or stages.
The Modular Based: Web 2.0 and Mobile Infused Kemp Revised Model revolves around the information age
technologies of Web 2.0 and mobile platforms and the SPADEER model places the student at the centre of the model.

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The revised Kemp model is also different in the overall instructional design and instruction method which follows a
modular based.
Conclusion
SPADEER was designed around the premise that educational theories along with student centered learning
strategies, working in unison to ensure, that students are able to effectively link old information to new information
thereby making the learning experience better. The division of the model into different steps provides the instructor
with a detailed guide that will allow them to effectively develop and implement instruction geared towards successful
and meaningful learning. Instructional models must also be geared towards the success of learners through the
attainment of appropriate knowledge, attitudes and skills in relation to the set learning outcomes. That is why it is
important that the principles of past theorist be incorporated into any new model.
The SPADEER model placed the learner at the center or focal point of the model since as instructors we must
be willing to adjust our strategies and techniques to meet the needs of the learner. If we do not cater for the needs of
the learner then the instructional process would be meaningless. It is therefore imperative that instructional models be
designed in a manner so they are instructionally rigorous and implementable by designers and instructors. By
following the stages outlined in the instructional model, instructors would be able to create a learning environment
that would be optimal for true and meaningful learning to take place. Carr-Chellman (2011) noted that effective
instructional design can bring about positive changes in learning environments. Therefore being able to assess the
needs of students and learning communities, so that effective and well rounded instructional models can be
developed, will go a long way to ensure that positive and noteworthy changes continue to take place in education.
Reflections
My Reflection -Danielle
Developing and initial instructional model gave me greater insight into the learning needs of students.
However given the opportunity to work along with others to develop a new model gave me the opportunity to look at
other educational institutions in the Caribbean region and compare them to mine. Through discussions and analyzing
the models of my teammates, I was able to see the areas that were common as well as different. It brought to mind

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how Merrills First Principles of Instruction as well as the events of instructional designing must be integrated into
designing of models, so that overall design and instructional strategies outlined would facilitate true learning.
The new model that was developed SPADEER further impressed on me the importance and value of using
instructional strategies that would create a learning environment that caters for the learning needs of the students. Any
instructional model developed, must be student oriented since learning is aimed at improving and changing
observable and no-observable behaviours, attitudes and mental structures. Through research and discussions with my
team, we were able to identify numerous student centered instructional strategies that we believe would improve the
learning experiences of students in the new learning institutions. By using a variety of student centered instructional
strategies it would also give us the opportunity to ensure that the varying learning needs of students are met, which is
the overall aim of teaching and learning.
This activity even allowed me to incorporate some of the instructional skills that were brought out by
Reigeluth and Carr-Chellmen (2009) such as, collaboration and project work. This was really learning by doing,
since it gave me firsthand experience of the learning effects of the student centered strategies that the new model
affords for the students. Instructional models are important to the overall success of an educational institution. Being
able to develop models that would fit your particular institution is valuable since it would benefit the students as well
as the teachers. This activity provided me with the opportunity to infuse and incorporate information that I would
have obtained from readings, activities, discussions and previous assignments. As well as assisted me to work along
with team mates to produce a model that is workable, and can be used along with other models or by itself to improve
the teaching learning process.

My Reflection -Rose
My experience with developing a new instructional design model with my group members was very
interesting and rewarding. We started out by creating an action plan, and decided to use Skype and Google docs to
collaborate on this project. As we continued to work on the project, we developed a personal and social relationship
with each other, getting to know more about each other as individuals. Working with the group was a great

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opportunity to gain greater insight about the different models, how they were developed and used to assist instruction
in the classroom.
The first phase of the project was productive and not very difficult. As we progressed to the development of
the model, however, it was quite challenging to put the three different models together. After much discussion and
examining the differences and similarities among all three models, we were able to accomplish the task of integrating
the three models into one.
Creating the new model enabled me to have a whole new perspective, as it challenged me to examine closely
which areas, across the three models, would be most valuable to my current work environment. My knowledge of
instructional design models was also significantly increased, not only by reading the course materials and online
literature, but equally as a result of the ongoing interactions and discussions with my group members. I realized that
even when there were different views on the models, the exchange of information and opinions were very beneficial
in creating a better understanding of the material and how I can apply various concepts in the classroom setting.
I now have a much clearer understanding of the role of models in designing courses to ensure that student
learning outcomes are achieved, through the development of meaningful lessons (lesson plans), using appropriate
instructional strategies and evaluation methods.

My Reflection - Giannetti
In retrospect I see the value of the activity of creating a new model by working collaboratively with my fellow
members of Team Architects. We were able to merge together three distinct and separate models into one cohesive
instructional model which we aptly named SPADEER. The first letter of each component or stage was used to create
the acronym, where the components are Students, Planning, Analysis, Design, Execution, Evaluation and Reflection.
Whether it was serendipity or by design, it happened that each team member was a teacher at a secondary
school, which greatly worked in our favour as the task of merging the three models into a single instructional model
was seamless and effortless. This is not to say that SPADEER is exclusively designed for secondary schools. As a

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matter of fact, it has wide applicability. Students can easily be redefined as Learners. And the learners can be any set
of individuals.
Creating an instructional model is not impossibly difficult, but it does require the designer to have a thorough
understanding of learning theories and instructional designs. I feel that EDID 6503 and EDID 6501 have contributed
significantly to my knowledge base. I believe that the knowledge and skills that I have acquired during this semester
are already beginning to make me into a proficient instructional designer. I know that I still have more to learn, and I
am looking towards those courses with great anticipation and enthusiasm.

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