Jennifer N. Sumner - Learning Assessment For The 21st Centur

Jennifer N Sumneredu645 Learning Assessment For The 21st Centuryin

Instructional design, also known as instructional systems design, involves creating educational experiences aimed at making knowledge and skill acquisition more engaging, efficient, and effective. As the demand for educational quality increases, it becomes crucial to develop instructional plans that bridge existing knowledge gaps and facilitate meaningful learning. This essay discusses three instructional design models: the Common Core aligned instructional plan, Understanding by Design (UbD), and the Madeline Hunter lesson plan, highlighting their characteristics, advantages, and limitations.

The Madeline Hunter model, developed by educator Dr. Madeline Hunter, is a highly structured approach that emphasizes repetition and rehearsal to reinforce learning. It is built on the premise that students should grasp concepts on their first attempt, employing phases such as setting objectives, anticipation, modeling, guided practice, independent practice, and closure. Repetition is integral to this model, enabling content to be encoded into long-term memory. However, Hunter cautioned that this model may not suit gifted learners who may find repetitive activities boring and ineffective. It is most appropriate for average learners who benefit from multiple rehearsals to internalize new material.

Similarly, the Understanding by Design (UbD) framework, developed by Grant Wiggins and Jay McTighe, emphasizes backward planning. Teachers first identify the desired learning outcomes, then determine acceptable evidence of achievement, and finally plan learning activities aligned with these goals. This approach encourages purposeful instruction, with essential questions provoking inquiry and understanding. The model's strength lies in its focus on clarity of goals and assessment, ensuring that instructional activities lead to desired understanding and transfer of knowledge (Wiggins & McTighe, 2005).

The third model, the Common Core Aligned instructional plan, responds to the need for integrating technology into education. It permits teachers to create and modify lesson plans using online templates, facilitating sharing and collaboration among educators. These digital plans can be customized to incorporate standards alignment, exercises, projects, and assessments, making instruction more adaptable and accessible. The use of online platforms enhances transparency and provides immediate feedback from students and parents, thus fostering a collaborative educational environment (Webster et al., 2013).

Among these models, the Common Core Aligned plan appears particularly suited for 21st-century education due to its flexibility, technological integration, and ease of sharing. Its mobile compatibility and potential for remote access align with modern learners' needs, enabling teachers to adapt lessons dynamically and engage with students beyond traditional classroom settings. Nonetheless, improvements such as developing mobile applications and reducing costs for templates could further democratize access and enhance usability (Johnson et al., 2016).

In conclusion, effective instructional design is vital for enhancing learning outcomes. While each model has unique strengths, integrating technology through adaptable, shareable digital plans can significantly improve instructional delivery in the digital age. As education continues to evolve, models that incorporate flexibility, assessment, and technological advancements will be essential to meet diverse learners' needs and prepare them for the challenges of the 21st century (Darling-Hammond et al., 2020).

Paper For Above instruction

Instructional design, also known as instructional systems design, involves creating educational experiences aimed at making knowledge and skill acquisition more engaging, efficient, and effective. As the demand for educational quality increases, it becomes crucial to develop instructional plans that bridge existing knowledge gaps and facilitate meaningful learning. This essay discusses three instructional design models: the Common Core aligned instructional plan, Understanding by Design (UbD), and the Madeline Hunter lesson plan, highlighting their characteristics, advantages, and limitations.

The Madeline Hunter model, developed by educator Dr. Madeline Hunter, is a highly structured approach that emphasizes repetition and rehearsal to reinforce learning. It is built on the premise that students should grasp concepts on their first attempt, employing phases such as setting objectives, anticipation, modeling, guided practice, independent practice, and closure. Repetition is integral to this model, enabling content to be encoded into long-term memory. However, Hunter cautioned that this model may not suit gifted learners who may find repetitive activities boring and ineffective. It is most appropriate for average learners who benefit from multiple rehearsals to internalize new material.

Similarly, the Understanding by Design (UbD) framework, developed by Grant Wiggins and Jay McTighe, emphasizes backward planning. Teachers first identify the desired learning outcomes, then determine acceptable evidence of achievement, and finally plan learning activities aligned with these goals. This approach encourages purposeful instruction, with essential questions provoking inquiry and understanding. The model's strength lies in its focus on clarity of goals and assessment, ensuring that instructional activities lead to desired understanding and transfer of knowledge (Wiggins & McTighe, 2005).

The third model, the Common Core Aligned instructional plan, responds to the need for integrating technology into education. It permits teachers to create and modify lesson plans using online templates, facilitating sharing and collaboration among educators. These digital plans can be customized to incorporate standards alignment, exercises, projects, and assessments, making instruction more adaptable and accessible. The use of online platforms enhances transparency and provides immediate feedback from students and parents, thus fostering a collaborative educational environment (Webster et al., 2013).

Among these models, the Common Core Aligned plan appears particularly suited for 21st-century education due to its flexibility, technological integration, and ease of sharing. Its mobile compatibility and potential for remote access align with modern learners' needs, enabling teachers to adapt lessons dynamically and engage with students beyond traditional classroom settings. Nonetheless, improvements such as developing mobile applications and reducing costs for templates could further democratize access and enhance usability (Johnson et al., 2016).

In conclusion, effective instructional design is vital for enhancing learning outcomes. While each model has unique strengths, integrating technology through adaptable, shareable digital plans can significantly improve instructional delivery in the digital age. As education continues to evolve, models that incorporate flexibility, assessment, and technological advancements will be essential to meet diverse learners' needs and prepare them for the challenges of the 21st century (Darling-Hammond et al., 2020).

References

• Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-135.
• Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2016). The NMC Horizon Report: 2016 Higher Education Edition. The New Media Consortium.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Hunter, R., & Hunter, M. C. (2004). Madeline Hunter’s Mastery Teaching: Increasing Instructional Effectiveness in Elementary and Secondary Schools. Thousand Oaks, CA: Corwin Press.
• Webster, B. L., Biagetti, S., & University, S. (2013). Aligning third-grade fractions curriculum with the Common Core State Standards: a teacher’s plan for implementation. Springer.
• Power, M. (2009). A designer’s log: Case studies in instructional design. AU Press.
• Ledford, B. R., & Sleeman, P. J. (2002). Instructional Design System Strategies. Greenwich, CT: Information Age Publishing.
• Hardre, P. L., & Kollmann, S. (2013). Dynamics of instructional and perceptual factors in instructional design competence development. Journal of Learning Design, 6(1), 234.
• Webster, B. L., Biagetti, S., & University, S. (2013). Aligning third-grade fractions curriculum with the Common Core State Standards: a teacher’s plan for implementation. Springer.
• Additional references would include peer-reviewed journal articles and authoritative educational resources relevant to instructional design methodologies and technology integration.