ADDIE+Flavor

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**Guidelines:** There are various approaches to ADDIE. Your group should decide on the flavor of ADDIE to use. Include a short description of each stage. This will provide the direction for what should be included in the deliverable for each stage.
 * Due Date: **September 16

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The generic ADDIE instructional design model follows a logical top down pattern. In contrast, the Learning Focused Schools (LFS) model and the Kemp, Ross, Morrison model center around the idea of adaptability. Essentially, any element in both of these models can be addressed at anytime in the process. This freedom of design allows the modification of instruction as needed which highlights design management. This, in turn, focuses more on the learner than ADDIE. This model also permits the use of needed components while disregarding those not needed.
 * ADDIE Flavor Paper**

The chart below compares the LFS model and Kemp, Ross, Morrison model to ADDIE. Essentially the steps are primarily the same. However, the LFS model and the Kemp, et al. model seem to be more learner-centered and allow for formal evaluation throughout the instructional process. By allowing the designer to evaluate various aspects throughout the developing process, the designer can identify and improve upon issues before the tools are ever implementing, making instruction much stronger. Although the chart below shows the steps of all the models in a linear fashion, the diagrams below illustrate the models more clearly. www.learningfocused.com || Learner Characteristics Instructional Problems Instructional Objectives || Needs analysis Learner analysis Task analysis Data and Results Driven Pre-assessment || Instructional Strategies Content Sequencing || Curriculum Design Acceleration for Lower Level Learners Differentiated Instruction & Assignments Pre-Teaching Strategies || Essential Question Activating Strategy Teaching Strategy Summarizing Strategy || Formative Evaluation to revise instruction || Formative Evaluation Summative Evaluation || Design and Conduct Formative Research Design and Conduct Summative Research Assessment Informal to Assess Student Learning Rubrics Revisions as needed ||  TechsQuad plans to follow a combination of both the Kemp Model and the LFS model. The following will be included in each of the ADDIE phases based on the two models: Learner analysis Task analysis Data and Results Driven Pre-assessment || Instructional Strategies Content Sequencing Differentiated Instruction & Assignments Pre-Teaching Strategies || Development of instructional tools Development of Essential Question Development of Activating Strategy Development of Teaching Strategy Development of Summarizing Strategy || Implement instructional tools Formative Evaluation to revise instruction || Design and Conduct Summative Research Assessment Rubrics Revisions as needed ||
 * Instructional Design Models ||
 * ADDIE || Kemp, Morrison, & Ross Model || [|Learning Focused Schools]
 * Analyze || Task Analysis
 * Design || Designing the Message
 * Develop || Development of Instruction || Instruction
 * Implement || Project Management || Instruction
 * Evaluate || Evaluation Instruments
 * Analyze: || Needs analysis
 * Design: || Curriculum Design
 * Develop: || Development of Instruction
 * Implement: || Conduct instruction
 * Evaluate: || Design and Conduct Formative Research

//Figure 1// Kemp, Morrison, & Ross Model

// Figure 2 // Learning Focused Schools Model


 * References **

Brown, A., & Green, T. D. (2006). //The essentials of instructional design: Connecting fundamental principles with process and practice//. Upper Saddle River, NJ: Pearson.

Learning Focused Schools. (2010). Retrieved September 14, 2010, from []

Thompson, M., & Thompson, J. (2003). //Learning-focused strategies notebook//. Boone, NC: Learning Concpets.