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This essay offers an in-depth description of the ADDIE model, examines the strengths and weaknesses of the ADDIE design process, and ultimately considers the implementation of this instructional design process in terms of a twelfth-grade high school English lesson.
Perhaps the greatest strength of the ADDIE model is its flexibility in variations. While there are a multitude of variations on the ADDIE model, one of the most common includes the process of rapid prototyping (Branch 2009). This process functions to provide instant continuous feedback on the model’s efficacy. While the ADDIE model presents an effective design paradigm, as with all instructional design models it’s necessary to consider education and psychological theories, including constructivism, behaviorism, and cognitivism, in developing a workable platform for learning (Branch 2009). Even within this flexibility, one can contend that the process of learning is complicated to the extent that high levels or learner interaction with the instructor and material is necessary to achieve higher levels of thought. In these regards, a weakness of the ADDIE model is its static nature (Leshin, Pollock, Reigeluth 1992).
During the ‘analysis’ phase of the ADDIE model, the designer identifies the learning problem that is to be approached. This involves a wide variety of questions, including what goals are to be achieved, the learners’ specific prior knowledge, as well as other important characteristics (for instance, learners with learning disabilities). Furthermore, one must consider educational and psychological theoretical approaches. In terms of the example of a twelfth-grade high school English lesson the problem that has been identified as needing of a design model is the students’ writing skills. The students are in a twelfth grade honors English class so they have a relatively strong understanding of the English language, and have written a
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