Directed Teaching Activities (DTAs) were the tried and true method for providing explicit direct instruction to students who are expected to master the objective with 80 percent proficiency. DTAs required that the teacher identified the lesson objective, the teaching activity, and the assessment. However, with web-enhanced instruction on the rise, where does the DTA fit for twenty first century lesson planning? DTAs assume that the learning environment is the traditional classroom, however, thanks to web-enhanced learning, classroom learning environments are no longer static. Move over DTA. Here comes ADDIE.
Instructional lesson planning with web-enhanced learning may need to incorporate some of the principles of instructional design. The field of Instructional Design deliberately factors in web-enhanced learning because Instructional Designers use a systematic design process for online teaching and learning.
With twelve years of instructional design experience, I personally subscribe to the ADDIE Model.
ADDIE stands for:
- Analysis – Here the lesson designer considers learner variability, resources needed for teaching and learning, and the learning environment itself (e.g., active learning, collaborative learning, constructive learning, authentic learning, or goal-oriented learning).
- Design – Here the lesson designer focuses on the learning goals and standards that must be met, as well as the scope and sequence of the module design.
- Development – Here the lesson designer develops the content for the learning module, and loads the content onto a website or into the learning management system.
- Implementation – Here, the lesson designer deploys the learning modules.
- Evaluation – Here, the lesson designer assesses the success of the learner. The lesson designer may collect feedback from the learner, or the lesson designer may use data from tests that were delivered during the learning module. This collected data is used to identify areas that require improvements.
DTAs put teachers at the center of learning while ADDIE puts the students at the center. DTAs support behaviorism whereas ADDIE supports constructivism. DTAs rely on the traditional static classroom model. ADDIE relies on nontraditional unfixed web-enhanced learning. To my knowledge, the ADDIE model of Instructional Design has not been used with school-aged children. Nonetheless, as classrooms become more web-enhanced, perhaps teachers will have to become more savvy with planning web-enhanced lessons by way of ADDIE.