While taking CIED 52433: Instructional Design Theories and Models, in the Fall of 2017, I was required to design an instructional design model and then use that model to plan and execute a lesson or unit. I used research of other models to help formulate the ideas for my model.

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My model, which is loosely based on Gagne’s nine steps of instruction is lengthy yet rewarding. When you break it down, the model has 13 steps. These steps include pre and post assessments, hook and statement of objectives, mini-lesson, group, partner and solo work time, formative and summative assessments, and feedback from the teacher. While it may seem overwhelming, the steps naturally flow from one another and the transitions are seamless.

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I wanted to use my ID model on a concept that can be quite difficult for students. I chose a unit on adding and subtracting integers that I taught to 6th grade students in my Texas classroom. I used my model for half of my classes and stuck with what my partner teacher planned for the others. The lessons were taught in the time between Thanksgiving and Christmas. Historically this is a time when student engagement is down. Because the understanding of this unit is so vital to future concepts, I felt this would be a great time to try something new.

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I was very impressed with how well the model worked. The level of comprehension for my students in the classes where my model was used was much higher than the others. Nearly all of the students passed the formative assessment and moved on to the enrichment activity right away. The only downside of this model is that the instruction does take longer than other methods. However, the gain in knowledge for my students makes the extra time spent on the topic worth it.