Instructional Planning Models
for Teaching English
Allyson Kenchi Salvo, LPT
Course Instructor
ADDI
MODE
E
ADDIEMODEL
ANALYSIS
EVALUATION DESIGN
IMPLEMENTATION DEVELOPMENT
ADDIEMODEL
ANALYSIS
This is where instructional goals and objectives
are established. The learning environment is
determined and the learners’ existing skills and
knowledge are identified.
Who are the learners and what are their
characteristics?
What learning outcomes are expected?
What are the constraints that exist?
What materials are available?
How much time is available?
ADDIEMODEL
DESIGN
This is where the teacher creates an outline of
the instruction. It is logical and sequential. It
should consider how the lesson will be
delivered to the learners.
Learning objectives Assessment
Learning content Other media
Strategies to be used
Activities
Materials
ADDIEMODEL
DEVELOPMENT
This is where the teacher takes into consideration the
methods of delivery determined by the design
phase. The teacher will put together all the
necessary things to deliver the instruction.
Activities
Materials
Media
Other content
ADDIEMODEL
IMPLEMENTATION
This is where the instruction is given to the
learners. Teachers should take time to observe
how the learners react to the instruction
provided to them.
Teachers need to ensure all equipment and
materials necessary to deliver the lesson are
complete.
Computers
Storage devices
Internet connection
Number of copies of materials
ADDIEMODEL
EVALUATION
This is where teachers look into the learners’
scores and notes taken during the
implementation phase. After the analyzing the
results, adjustments can be made in the next
sessions.
Were the learning objectives attained?
Which parts of the plans worked well?
Which ones did not?
What could be done differently in the next
lesson or session?
ADDIEMODEL
Structured Framework Time Consuming
Flexibility Potential for Rigidity
Comprehensive Resource Intensive
Analysis Delayed Testing
Iterative Process Assumes Static Needs
Widely Recognized and
Used
Retrieved from: https://elmlearning.com/hub/instructional-design/addie-model/
KEMP
DESIGN
MODEL
KEMPDESIGNMODEL
INSTRUCTIONAL
EVALUATION PROBLEMS
INSTRUMENTS LEARNER
CHARACTERISTICS
INSTRUCTIONAL TASK ANALYSIS
DELIVERY
DESIGNING THE INSTRUCTIONA
MESSAGE L OBJECTIVES
INSTRUCTIONAL CONTENT
KEMPDESIGNMODEL
INSTRUCTIONA
L PROBLEMS
Determine the specific goals and
identify the instructional issues that
could arise
KEMPDESIGNMODEL
LEARNER
CHARACTERISTI
CS
Identify the traits and characteristics
of learners that should be taken into
consideration in the planning process
KEMPDESIGNMODEL
TASK ANALYSIS
Make course content clear, and
analyze the proposed task
components in relation to the
goals and purpose of the course
KEMPDESIGNMODEL
INSTRUCTIONA
L OBJECTIVES
Define the instructional objectives
and the desired learning outcomes
KEMPDESIGNMODEL
CONTENT
SEQUENCING
Ensure the instructional content are
structured sequentially and logically
KEMPDESIGNMODEL
INSTRUCTIONA
L STRATEGIES
Design the instructional strategies
in such a way that individual
learners would be able to learn the
content and attain the learning
outcomes
KEMPDESIGNMODEL
DESIGNING THE
MESSAGE
Plan the instructional message and
the appropriate mode of delivery
KEMPDESIGNMODEL
INSTRUCTIONA
L DELIVERY
Develop the necessary instruments
in order to effectively achieve the
instructional goals and objectives,
consider the materials available
KEMPDESIGNMODEL
EVALUATION
INSTRUMENTS
Design and development of the
appropriate formative and
summative assessments to
determine whether the goals and
objectives were obtained
KEMPDESIGNMODEL
Flexibility Not appropriate for all
Focus on the types of instructional
learners’ needs and design projects
preferences Time-consuming and
Emphasis on resource-intensive
evaluation May be overly
prescriptive and rigid
Retrieved from:
ARCS
MODE
ARCSMODEL
ARCS
ARCSMODEL
ATTENTIO
N
The motivational concern is getting and
sustaining attention. A real challenge is
to produce a satisfactory level of
attention throughout a period of
instruction. The goal is to find a balance
between boredom and indifference
versus hyperactivity and anxiety.
ARCSMODEL ATTENTION
• ACTIVE PARTICIPATION – games, roleplay, hands-on methods to get
learners involved
• VARIABILITY – use a variety of methods in presenting the material
(videos, short lectures, mini discussion groups)
• HUMOR – maintain interest by using a small amount of humor
• INCONGRUITY AND CONFLICT – devil’s advocate approach; statements
are posed that go against a learner’s past experiences
• SPECIFIC EXAMPLES – visual stimuli, story, biography
• INQUIRY – pose questions or problems for learners to solve, brainstorming
activities
Retrieved from:
ARCSMODEL
RELEVANC
E
“Why do I have to study this?” Relevance
can come from the way something is
taught. Those high in “need for
affiliation” will enjoy classes with group
works. People high in “need for
achievement” enjoy setting moderately
challenging goals and to take
responsibility achieving them.
ARCSMODEL RELEVANCE
• EXPERIENCE – tell the learners how the new learning will use their
existing skills
• PRESENT WORTH – what will the subject matter do for me today?
• FUTURE USEFULNESS – what will the subject matter do for me tomorrow?
• NEEDS MACTHING – take advantage of the dynamics of achievement, risk
taking, power, and affiliation
• MODELING – “be what you want them to do”; guest speakers, videos,
learners who finish first serve as tutors
• CHOICE – allow learners to use different methods to pursue their work or
allow choice in how they organize it
Retrieved from:
ARCSMODEL
CONFIDEN
CE
Differences in confidence can influence a
student’s persistence and
accomplishment. A challenge for
teachers in generating or maintaining
motivation is to foster the development
of confidence despite the
competitiveness and external control
that often exists in schools.
ARCSMODEL CONFIDENCE
• PROVIDE OBJECTIVES AND PREREQUISITES – help students estimate
the probability of success by presenting the requirements and evaluation
criteria
• GROW THE LEARNERS – allow for small steps of growth during the
learning process
• FEEDBACK – provide feedback and support internal attributions for
success
• LEARNER CONTROL – leaners should feel some degree of control over
their learning and assessment; they should believe that their success is a
direct result of the amount of effort they have put forth
Retrieved from:
ARCSMODEL
SATISFACTIO
N
When a student is required to do
something to get a reward that a
teacher controls, resentment may occur
because the teacher has taken over part
of the student’s sphere of control over
their own life. A challenge is to provide
appropriate contingencies without
overcontrolling, and encourage the
development of intrinsic satisfaction.
ARCSMODEL SATISFACTION
• Learning must be rewarding or satisfying in some way (sense of
achievement, praise from a higher-up, or mere entertainment)
• Make the learner feel as though the skill is useful or beneficial by
providing opportunities to use newly acquired knowledge in a real setting
• Provide feedback and reinforcement. When learners appreciate the
results, they will be motivated to learn. Satisfaction is based upon
motivation, which can be intrinsic or extrinsic.
• Do not patronize the learner by over-rewarding easy tasks.
Retrieved from:
ARCSMODEL
Increased Learner Motivation Time consuming
Heightened Learning Efficacy Subjectivity
Better Alignment with Limited Focus on Social and
Learners’ Goals and Needs Emotional Factors
Increased Engagement and Potential for Overemphasis on
Participation Motivation
Improved Learner
Confidence and Self-Efficacy
Flexibility and Adaptability
Retrieved from:
