Module+2+ADDIE+and+UBD

=**Comparing and Contrasting the ADDIE Model and UBD (Understanding By Design)**= Please enter your name in each cell when you add a contribution. You must add an entry to each of the columns. -Analysis, Design, Develop, Implementation, and Evaluation. The ADDIE model starts with the identification of a learning promblem and learning goals. The model then proceeds into the design and construction of the instructional project. The evaluation phase of the model takes place at the very end, and includes formative and summative evidence with feedback. (Amy Sniffen) || In the beginning stages of both instructional design models, the instructional problem is identified and the learning goals/objectives are determined. In addition, both design models evaluate whether the learning goals have been met and which evidence will support that. But, the evauation process takes place at different stages within each model. Both design models also have a development stage where the learning experiences are planned out and the delivery of instruction is determined. (Amy Sniffen) || The UBD model includes //three// stages of instructional design; -Identify desired results, determine acceptable evidence, and plan learning experiences/instruction. This design model is focused around standard-driven curriculum development. The design of the instructional project occurs during the last stage to ensure that "authentic" learning takes place. The focus of this design is to avoid activity-centered instruction and instead encourage students to "construct meaning through disciplined inquiry" (McTighe, J. and Brown, J., 2005). (Amy Sniffen) || (Denise Bucceri) || Both models emphasize ongoing assessment and related feedback adjustments within the teaching-learning process. Assessment and instruction are linked. (Densie Bucceri) || This is a referred to as a "backward design" process and enhances educators' planning with content and learners in mind first, rather than assessment. It is a 3 stage curriculum planning process for addresing content standards. The approach is student-centered, having them as active participants which aligns itself nicely with cognitive psychology. The idea here is that "human beings construct meanig, rather than receiving it passively." The learner is at the heart of this model. The students are continuoulsy involved in in various types of self-reflection and self-assessment. Uses the WHERETO principles and questions. (Denise Bucceri) || (A. Mitchell) || More of a focus is placed on design than any other stage. Design a process, rubric, assessments, a plan and evaluation. (A. Mitchell) ||
 * < Unique Elements of ADDIE Utilizes 5 stages of development - Franckowiak ||< **Similarities of Both Models** Both used for designing training modules - Franckowiak ||< **Unique Elements of UBD** Utilizes 3 stages of development - Franckowiak ||
 * Has both formative and summative assessments as methods of evaluations that are measured by the teacher.-Bouchard || Both models start off with identifing classroom goals and focus on giving feedback to students-Bouchard || Focuses more on students self-assessing rather than teacher assessments.- Bouchard ||
 * In depth phase of analysis, focusing on needs, content, and task as parts to a whole. (Pierce) || Both models ulimately have the same goal of providing steps to reach an objective or task successfully. (Pierce) || Uses WHERETO framework as an action plan for determining learning experiences and instruction. (Pierce) ||
 * Planning begins by identifying a perceived educational need, and then designing, developing and implementing a plan to meet those needs. (Peterman) || Both models focus on creating a series of instructional resources, objects, and assessments after an analysis of current data, resources and/or teaching methods and practice. (Peterman) || Planning begins by identifying a desired learner outcome, then designing, developing and implementing a plan to help direct learners to achieving those outcomes.Hence the frequent reference to UBD as a backwards planning instructional design model. (Peterman) ||
 * Has "6 stages of formative evaluation" to assess strengths and weaknesses of the plan so adjustments can be made. (Kate Wirsing) || Both models can be considered backward planning models in regard to starting with the student goals and learning objectives as the first step in the planning process. (Kate Wirsing) || Has "6 facets of understanding" to help determine if teachers are providing well rounded opportunities to teach the students and whether students understand concepts from mulitple perspectives. (Kate Wirsing) ||
 * In the Analysis phase of this model, learning goals and objectives are established. (K. McMahan) || Both models emphasize the effective use of technology and multimedia for designing and implementing instruction. (K. McMahan) || Learning goals in this model are presented in the form of an essential question which are open-ended and engage students in higher order thinking. (K. McMahan) ||
 * The formative assessment phase puts an emphasis on testing to find weaknesses and then recycling information in order to correct misconceptions before moving to summative assessment. The process is systematic. (J. McMahan) || Both models plan instruction, at some point, by establishing what is expected of students. (J. McMahan) || Students following this model are more likely to be able to apply learned material to new situations with more effective problem solving skills. Students are taught with an emphasis to be able to transfer information. The process is less systematic and encourages interactive instruction to promote a deeper understanding. (J. McMahan) ||
 * Addie is broken down into five different stages: “Analyze, Design, Develop, Implement, and Evaluate” (Strickland, A.W.). Addie begins by finding a problem and then creating a solution in how to fix the problem through the five stages included (Strickland, A.W.). -- Karly Scites || Both continue to re-evaluate and test the process throughout the stages in order to continuing growing and developing it best meet the needs of the students. They are also both designed before the unit is taught, laying out the essential questions and the specific objectives of the unit. --Karly Scites || UBD is also known as backward planning and can be broken down into three stages: “Desired Results” McTighe and Brown 237), “Assessment Evidence” (238), and “The learning Plan” (239). UBD begins by first thinking of the desired results and then deciding what is needed to get to those results. -- Karly Scites ||
 * The ADDIE model includes //five// stages of instructional design;
 * When discussing evaluation, the ADDIE model discusses how it puts both formative and summative assessment to use. Formative assessment is used to evaluate goal specification, prepare, collect data, analyze data, revise, and recycle. Upon completing the 'recycle' phase of formative evaluation, students move on to summative evaluation. In this step, the purpose is to collect data after the project has been implemented to determine its effectiveness and whether or not it has satisfied the instructional objectives. (Erica Parr) || Both models emphasize the importance of using formative evaluation during learning. (Erica Parr) || When discussing evaluation, the UDB model emphasizes formative assessment without describing how summative assessment fits in. These formative assessments are used to give students the opportunity to "revise and improve the quality of their thinking and understanding"(McTighe, J. and Brown, J., 2005). It states that the focus should be not only on factual knowledge but when, where, and why to use that knowledge.(Erica Parr) ||
 * ADDIE begins with designing instruction based on an educational need. Once the educational need is established, an instructional designed is created that implements both formative and summative assessments. This 5 step process has more of an emphasis on the formative assessment / re-teach method to achieve higher summative results. (Ericka Heppeard) || Both methods have an educational design approach to base instruction whether it is an achievement goal or educational need. Both also begin by identifying objectives or goals to which instruction is based around and both give some type of formative assessment opportunities for feedback. (Ericka Heppeard). || . This design begins with focusing on a desired outcome rather than an educational need to which the design is based on meeting that progress goal. This approach has three main steps which focus more on self assessment and more interactive approaches. (Ericka Heppeard) ||
 * ADDIE contains very detailed planning with its five stages (Analyze, Design, Develop, Implement, Evaluate). Used with groups with common prior knowledge. (Brian Allen) || Both methods examine end result during planning. Both methods also decide what the proof of understanding will be during planning. (Brian Allen) || Prior knowledge may not be at the same level. Students are lead to the end result by way of the "Backwards Design" approach. Transfer of knowledge is also very important. (Brian Allen) ||
 * The ADDIE model helps with identifying, setting and developing strategies with instructions. It includes five steps that outline the steps in details. It allow the user to see what works and what does not. The model is for teachers. (Pang Yang) || Both models have goals and objectivs and identifies its purposes. (Pang Yang) || The USD is a framework for students and teachers. It helps with improving the students understanding of materials and the teachers with on how to improve lessons plans. (Pang Yang) ||
 * ADDIE is an acronym for a five step instructional design process. The letters stand for Analyze, Design, Develop, Implement, and Evaluate respectively. Formative evaluation is used during each stage of the model and concludes with Summative evaluation in the form of criterion-referenced tests. There are also feedback opportunities from the users.
 * The ADDIE Model uses a systematic 5 step process including identify, develop, and evaluate a set of strategies. This model allows teachers the ability to devise an instructional design plan that works for their own classrooms. The five steps are described in detail and has a great focus on collaboration. (Shannon Nelson) || Both models are geared toward improving student achievement using instructional design based in curriculum. Both models also focus on student understanding and application of knowledge. (Shannon Nelson) || This model uses curriculum development in a 3 stage design process called "backward design" in which the learning is centered around the student and not around the textbook. This allows for teachers to use data to drive instruction and student achievement. (Shannon Nelson) ||
 * The ADDIE Model uses a process that can be used in a basic lesson or the whole school year combined. Meaning it focues on what the teacher is assuming students are learning versus what students actually learned. This is done through the large amount of studing students work. Whether it is test scores, projects, surveys, or basic observations.(Tim Closs) || Both Models need goals and some data to be sucessful. The data needs to be accurate and gotten in a timely manner Meaning both models can adjust from students learning. What to adjust and how to adjust will vary from lesson to lesson and from class to class. What works for one class will not always work in another. Even though the goals and lessons are the same.(Tim Closs) || This Model focuses on student leraning through gudied questioning. This leads students to ask more questions about the subject matter. This allows the students to get a deeper understanding and to build on any prior knowledge. This can also help with breaking down false knowledge about the subject area. (Tim Closs) ||
 * The ADDIE model includes all of the facets but focuses more on development of the plan to follow to best reach all of the students. The development stage addresses the tools and processes used to create the instructional model. (A. Mitchell) || Both develop a plan of action to address the needs of students and then evaluate the effectiveness of the instructional design.