Module+2

=**Comparing and Contrasting the ADDIE Model and UBD (Understanding By Design)**= Please enter your name in each cell when you add a contribution.

determine goals. (Anne Asplund) For example: test scores, surveys, student work samples, and observations can be used as sources of assessment (Matt Kelliher) || **Similarities of Both Models** Analysis of students' needs is vital to instructional goals. (Anne Asplund) || **Unique Elements of UBD** Primarily uses state standards and curriculum goals to detemine objectives. (Anne Asplund) Additionally, there isn't much need for content and task analysis since the state Content Expectations contain the set of standards used for determining the content and tasks to be met. (Matt Kelliher) || instructor. (Anne Asplund) || Formative and summative evaluations take place through out the process. (Anne Asplund) || Seeks to develop more opportunities for student self-evaluation and demonstration of transfer of knowledge. (Anne Asplund) || parts. (Anne Asplund) || Each has a systematic progression in developing the instructional design. (Anne Asplund) || This model seeks to create greater student awareness of goals, what they need to know, and expectations. (Anne Asplund) Design, Development, Implementation are combined in a single stage (Stage 3) that occurs after Evaluation. (Matt Kelliher) || all levels of learning. (Anne Asplund) || UBD uses 3 stages for implementing this instructional model (Chad Colby) || The overall focus can be Higher Ed and Job Training in addition to K-12 education. (Matt Kelliher) || Both models start with a focus on student analysis (Chad Colby) || Focuses primarily on K-12 education. (Chad Colby) || (David Farnquist) || Students are given more opportunities to revise their work in order to better meet their objectives. (Michael Murphy) || (Amber Traverse) || Both programs provide a structured plan that provides teachers with guidance in the planning process. (Amber Traverse) || UBD is less criticized due to its more comtemporary style. (Amber Traverse) || Evaluation is performed all throughout the different process of using ADDIE whereas in UBD it's done only in in the middle of the process. (Matt Kelliher) || Both methods are designed around the concepts of determining the student needs, either specifically for each student or in the form of objectives, and then designs the lessons and activities around those discoveries. (Mary Jo Davis) || Evaluation is done in middle of UBD process. Done in 2 steps: guiding - determine how well student learned the material by collecting evidence, and action - provide an assessment to produce evidence of mastery. (Jennifer Marriott) ||
 * Unique Elements of ADDIE Uses multiple sources of assessment to
 * Majority of evaluation is done by
 * Design development divided into 5
 * "Needs Analysis" has you pull data from multiple data sources: i.e. student evals, observations, test scores, etc. (Chad Colby) The purpose of this process, the Needs Analysis is to identify a gap in knowledge, to be addressed by instruction (Jeremy Bond) Gap is to be determined between desired and actual outcomes (Jenni Kushion) || Both models can be used for students at
 * Very detailed formal evaluation, which includes six stages. (Holli Chambers)
 * Offers a two component evaluation process. Formative assessments to improve program effectiveness and Summative assessments to provide opportunities for feedback from users. (David Farnquist) || Both models focus on collaboration of instructors, schools and/or districts for continuous improvement. (Holli Chambers) || A big part of UBD is developing student competencies for future work and knowledge. (Holli Chambers) ||
 * This model starts with finding out what students know, and from there, teachers design the instruction in order to have students meet objectives. (Michael Murphy) Large focus on prerequisite skills (prior knowledge). (Jenni Kushion) || Both design models strive to improve lessons and assessments in curriculum. (David Farnquist) || UbD uses a process of "backward design" which "helps to avoid the twin problems of 'textbook coverage' and 'activity-oriented teaching in which no clear priorities and purposes are apparent." (UbD, Pg. 1-2) (David Farnquist) ||
 * ADDIE's design phase includes the suggested use of Rapid Prototyping - creating early stages of the final product, which will include certain elements later found in the actual instruction (Jeremy Bond) || Both design models offer training guides for facilitators. ADDIE refers to training of facilitators in the "Implement" section and UbD offers a study guide, a three-part videotape series, a unit builder CD-ROM, and a comprehensive training package to help intructors/facilitators build effective lessons/units. (UbD, Pg. 1-2)
 * ADDIE has taken on criticism due to its comprehensiveness.
 * Initial stage of analysis is more likely to produce a task-centered instructional design. (Murray Stardom) || Both systems suggest a belief that there is a process that can be used to optimize instructional design. (Murray Stardom) || More closely resembles the model presented in Dr. Yelon's "The Secret of Instructional Design" video. (Murray Stardom) ||
 * || Both advocate for real-life application of learning. (Amber Traverse) ||  ||
 * Based on my knowledge of STEM I feel that this model would be used effectively to plan STEM units. (Amber Traverse) || Both have ways of measuring success (Kate Alcook) Both have some form of Task Analysis (Jenni Kushion) || Designed by teachers (Kate Alcook) ||
 * Implemented by trained facilitators (Kate Alcook) || Both models required the identification of assessment materials before the actual implementation of instruction. (Brandy Butcher) || UBD chunks the planning instruction and developing all into Stage 3. (Brandy Butcher) ||
 * ADDIE model breaks planning into 2 separate stages, Design and Develop. (Brandy Butcher) || Both models tailor instruction to meet students' needs. (Wallace Hall) Student Centered (Jenni Kushion) || During the planning and developing stage, UBD has a specific process to provide guidance called WHERETO. (Brandy Butcher) WHERETO is W - letting students know where the unit is going; H hooking and holding their interest; E equipping students to explore and experience key ideas; R - providing chances to Revise and Rethink; E let students Evaluate; T tailoring instruction to students needs; O - being organized (Jeremy Bond) ||
 * ADDIE model involves analysis of three different aspects of design: needs, content, and tasks. (Brandy Butcher) The needs analysis is defined above by Chad Colby; The content analysis is to determine the instructional content and prerequisite knowledge. The task analysis determines necessary tasks to achieve the desired outcomes (Jeremy Bond) || Both instructional models identify specific learning objectives and standards to help guide the way instruction is presented. (Wallace Hall) || UBD backwards design instructional plan uses the WHERTO framework to help guide learning experiences and instruction. (Wallace Hall) ||
 * Learning goals are established based on prerequisite needs analysis data gathered from evaluations, test scores, surveys and observations. (Wallace Hall) || Both are researched based. (Holli Chambers) || When assessing the students, students show what they know through inquiry, "explain and justify their work" (6). (Holli Chambers) ||
 * The three domains for design objectives are cognitive, affective, and psychomotor. (Wallace Hall) || Both models assess whether learning has taken place. (Karen Shoskey) || Corrective feedback is provided to students and explains what they are doing correctly and what they are doing that is not correct. (McTighe, page 12). (Karen Shoskey). ||
 * The Development Stage is very systematic and very detailed ex - storyboards, scripting and prototypes. (Holli Chambers) || Both models offer a systematic way to plan an evaluate instruction. (Karen Shoskey) || Guided by research from cognitive psychology (McTighe, page 2). (Karen Shoskey). ||
 * The instructional design is evaluated to determine if students have met the outcomes. This information is used to make adjustments to the design. (Karen Shoskey). || Neither model relies on or requires the adoption of a singular, fixed theory of learning or system. //More positively put//, both models allow for the employment of a variety of pedagogical approaches. (Britt Hainstock) || Focuses on students' understanding and application of knowledge (McTighe, p. 2). (Karen Shoskey) ||
 * During the design phase instructional problems are clarified and strategies are aimed at a specific instructional goal (ADDIE Website). (Karen Shoskey). || Both require teachers to know the objectives and standards that need to be met. (Michael Murphy) || Is a published, copyrighted process for designing instruction authored by Grant Wiggins and Jay McTighe. (Britt Hainstock) ||
 * Is a more generic process or set of guidelines for designing instruction (Britt Hainstock) || Both models force teachers to really question what they are doing. This provides for systematic approaches to helping students meet their learning targets. (Michael Murphy) || Lets students know where they are heading in the unit so that they have a clear picture of where they are going with the learning. (Michael Murphy) ||
 * This uses pre-tests to help determine where the learning is going. This information, combined with other information (observations, surveys, etc.) guides the course of instruction for the teacher and students. (Michael Murphy) || Both require teachers to be very organized in their planning, thinking, design, and execution. (Michael Murphy) || UBD is more focused on the end result being student knowledge acquisition rather than meeting specific time-standard standards. (Mary Jo Davis) ||
 * ADDIE uses graphical tools such as storyboards, coding and creation of the graphical user interface to generate multimedia content that is designed from the factors found in the needs assessments study. (Mary Jo Davis) || Both aim to help students meet all learning targets in challenging ways. (Michael Murphy) || UBD's perspective on student learning makes room for those students who learn at slower pace than others, through the use of repetition and allowing for lessons to be redone until correct. (Mary Jo Davis) ||
 * The evaluation determines: if students understood/learned from the materials, learners perceptions about instruction, learners achievement and how well their outcomes were, and the students instructional consequence, or if they can apply what was taught. (Jennifer Marriott)
 * Primarily used in a industry or military setting. (Jennifer Marriott) || Learning targets/standards are established and then lesson plans are created to ensure student mastery. (Jennifer Marriott) || Students explore & experience ket ideas/issues. (Jenni Kushion). ||
 * Has a implement phase that includes the testing of prototypes (with targeted audience), putting the product in production, and training those involved how to use the product. (Terri Gould) || Both are based on the needs of the targeted audience. (Terri Gould) || Has a comprehensive training package to help teachers design, edit, critique, peer-review, share, and improve their lesson plans and assignments. (Terri Gould) ||
 * Determine Instructional Task necessary to achieve desired outcomes.(Jenni Kushion) || Both determine is students have developed/attained acceptable level of knowledge. (Jenni Kushion) || Allows students to evaluate their own work and the opportunity to revise and rethink their work. ||
 * "Can students apply what they have learned?" (Jenni Kushion) || Both have instructor state specific objective to students. (Jenni Kushion) || Begin planning with "what students should know" & what activities will best help students achieve desired results. (Jenni Kushion) ||