Running head: FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL

DESIGNING INSTRUCTION USING THE XTREME EDUCATION CYCLICAL MODEL OF

INSTRUCTIONAL DESIGN

Ria-Maria Narcis; Rachele Wagstaffe; Yolande Samuels; Leesha Roberts

University of the West Indies Open Campus
Course: EDID6501: Learning Theory and Instructional Design
Course Coordinator: Dr. L. Gray

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL2

Contents
Abstract................................................................................................................................4
DESIGNING INSTRUCTION USING THE XTREME EDUCATION CYCLICAL
MODEL OF INSTRUCTIONAL DESIGN.................................................................................5
Instructional Environment...................................................................................................5
Descriptions of each Team Members Instructional/Work Environment........................5
Ria-Maria Narcis: Boys Roman Catholic primary school:..........................................5
Yolande Samuels: Co-educational private Roman Catholic primary school...............7
Rachele Wagstaffe: Co-educational mixed Government primary school....................9
Leesha Roberts: Co-educational Government primary school..................................10
Differences between each Instructional/Work Environment.........................................13
Similarities between each Instructional/Work Environment.........................................14
Strategies Similarities and Differences between the Environments..............................15
New Combined Instructional Model.................................................................................17
Description of the New Model......................................................................................17
Creating the New Model............................................................................................17
Description of Model Components............................................................................18
Justification for the Design............................................................................................21
Rationale:.......................................................................................................................22
Instructional Strategies..................................................................................................24
Discrepancy Analysis.....................................................................................................26
Conclusions........................................................................................................................29
Reflections of the Process..................................................................................................29

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL3

Ria-Maria Narcis...........................................................................................................30
Rachelle Wagstaffe........................................................................................................32
Leesha Roberts...............................................................................................................33
References..........................................................................................................................35

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL4

Abstract
Teachers need a clear and systematic way to assist them when they are designing instruction.
This paper describes the creation of a new instructional design model using four individual
models from four separate work environments. The name of the new Instructional Design Model
is: Xtreme Education Cyclical Model of Instructional Design: Evaluate, Critically Think,
Integrate, Develop, Reflect & Revise. The model is targeted to the 21st century learner and is
focused on ensuring the instruction is student centered by aligning various student centered
strategies teachers can utilize as they create instruction using the model.

Keywords: Instructional Design, Instructional Design Model, Teaching, Learning, ICT

Integrated Instructional Model

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL5

DESIGNING INSTRUCTION USING THE XTREME EDUCATION CYCLICAL
MODEL OF INSTRUCTIONAL DESIGN
Robyler (2015) proposes that when beginning to design an instructional process, there
must be some essential characteristics within the design process to meet todays instructional
design/developments. These characteristics include focusing on solving a problem; the design
model must be an ordered but flexible activity; it should incorporate researched based on
effective teaching and learning components; it should be able to confirm that the instructional
system works; and provide assistance in using new technologies for learning. This project is
proposing an instructional model to be used within the context of the primary school by teachers
creating instruction for 21st century learners.
Instructional Environment
This section describes each team members instructional/work environment as outlined in
a previous assignment (i.e. Assignment 3). The descriptions will be stated in the following order:
Ria-Maria Narcis: Boys Roman Catholic primary school; Yolande Samuels: Co-educational
private Roman Catholic primary school; Rachele Wagstaffe: Co-educational Government
primary school and Leesha Roberts: Co-educational Government primary school.
Descriptions of each Team Members Instructional/Work Environment
Ria-Maria Narcis: Boys Roman Catholic primary school:
Summary of Work Environment
The environment Ria-Maria worked in was a denominational primary school for boys,
located in the capital of Trinidad, Port-of Spain. The schools population was approximately four
hundred and fifty students ranging from Infant One (five year olds) to Standard Five (twelve to
thirteen year olds). The school was outfitted with a computer lab and library which was

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL6

accessible on a scheduled basis. Students receive daily breakfast and lunches free of charge
provided by the state to ensure students were ready for the teaching-learning process. The school
has a Principal and a Vice-Principal as support staff, along with fourteen assigned teachers, a
school counsellor assigned to our school district who visits bi-weekly, one school administrator,
three janitors and three twenty-four hour security guards who operate on a shift system. The
school does not have an assigned recreational facility, but students use the small courtyard areas
to play games and relax during recess and lunch breaks. This courtyard also doubles as a car park
for teaching and ancillary staff. The school is outfitted with sufficient toilet and bathroom
facilities for students and staff and a sick-bay/records room located adjacent to the administrative
office. The staff has a designated area for personal use on the first floor of the building; it is off
limits to students.
Ria-Maria was the class teacher for twenty-eight boys between the ages of ten to thirteen
years old. Our classroom was located on the second floor of a two story building. It was not a
large working space, but it was well lit and well ventilated with one entrance/exit. Students were
outfitted with individual seating, but organized in rowed pairs. There were two writing boards in
the classroom and the walls of the classroom were divided into categories based on subject
disciplines: Mathematics, Science, Art & Crafts, Social-Studies and Language Arts. Instruction is
usually done in a directed manner with small variations of project work and group work. These
areas were updated based on the most recent topic being covered during weekly lessons.
Students are taken to a nearby public park for Physical Education activities or the foyer is used if
the activity permits.

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Yolande Samuels: Co-educational private Roman Catholic primary school
Summary of Workplace Environment
St. Cecilias Catholic School Primary School is a sixty (60) year old institution that falls
under the banner of schools ran by the Bahamas Catholic Board of Education. St. Cecilias caters
to students from Kindergarten to Grade 6 with two classes per grade level. There are currently
twenty two teachers, one guidance counselor, two administrators (principal and vice principal),
and four janitorial personnel on staff. The school is located in the heart of the inner city in New
Providence. This area has its share of challenges and is somewhat considered a Ghetto. St.
Cecilias has been dubbed, The Jewel of the Grove.
The schools brochure states, We work to captivate and inspire our students, to ensure
that they develop academically, physically, socially and spiritually. Our goal is to produce highly
motivated, well rounded product citizens, who will contribute meaningfully to the indelible
fabric of our country. We aim to transform our students into critical thinkers by exposing them to
interactive lessons that innovative, and promote progressive learning experiences through
various methods of teaching.
The teachers of this institution hail from different cultural backgrounds with majority of
the staff being Bahamian. St. Cecilias has seen a recent shift in administration, the current
principal was commissioned there as of August 2015. Class sizes range from twenty two to thirty
students with two classes at each grade level from Kindergarten to Grade six. There is one
Computer Lab with twenty working computers that are connected to the internet. A password
protected wireless network is available on campus for teachers use, profiles are also set up for
parents and students but the passwords are currently unavailable. There are four (4) laptops
available for teachers to use along with one projector and three promethean boards.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL8

The school day begins at 8:30 am and goes until 3:00 pm daily. There is afterschool clubs
scheduled daily, that caters to students various interest. These clubs include The Cooking Club,
The Spelling Club, Brownies, K-Kids, Innovative Science, Discovery Club (Environmental
Club), Handwriting Club, Dance Club and The Reading Club. Students spend majority of their
day with their homeroom teachers and have various special area subjects (Physical education,
Art, Music, Information Technology, Spanish and Religion) at least once per week.
Students at the Grades three and six level are required to take The Government mandated
Grade Level Achievement Test (GLAT) at the end of their respective grade levels. The Grade
Three examination focuses on Language Arts (Creative Writing, Listening Comprehension,
Language Skills and Reading Comprehension) and Mathematics (Concepts of Numbers,
Computation and Application). Grade Six GLAT examinations cover the subjects of Science,
Social Studies, Mathematics and Language Arts. As the GLAT examination is a National
Examination the scripts are marked externally and the results returned to the school.
Teachers are required to work with their counterparts within the school system and are
expected to produce schemes of work, write examinations together for both semesters as well as
prepare Understanding by Design (UBD) Units several times per year. In all honesty the UBDs
are written but they are rarely utilized by classroom teachers as most persons are still struggling
with writing their own UBDs. There is also a technology phobia among older members of staff
as they are unsure of how to implement technology into their everyday classroom setting.
Teachers are required to input their grades online , submit typed lesson plans and also email
different documentation to the Curriculum Officer (who lives on a different island) from time to
time.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL9

Rachele Wagstaffe: Co-educational mixed Government primary school
Summary of Work Environment
One of the most important things a school can provide for its students is a rich learning
environment that is open, respectful, safe and caring. This is reflected at the Revival Primary
School environment which is an exciting, stimulating and welcoming place. At present the
school has an accommodation of 250 students (Grades one to six, 106 boys and 117 girls). The
school provides an all rounded experience for students. It does not only cater to the academic
development but it ensures that the social, cultural and spiritual developments are enhanced. The
school helps students to find their way, understand themselves, and appreciate their distinctive
talents and insights and to find their unique place in society.
Teachers take pride in the physical environment of their classroom and invest a lot of
time in creating a pleasing environment that fosters learning. Arrangement of the classroom
reflects the teachers philosophy of teaching and learning. Therefore the traditional classroom
with fixed seating in rows is not ideal.
Instead furniture is arranged in groups to facilitate group work among students, with
well-designed centers and displays of childrens work to stimulate ideas and promote interest in
learning. In addition to this, centers where children can go to read and write are especially
important for the development of writing and language skills. The stimulating, attractive and
interesting surrounding of the classroom feature places attention for independent work and
collaborative learning.
The physical plant of the school is in a satisfactory condition and the schools
environment is conducive to the teaching and learning process. Furthermore a library is located

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL10

on the schools property that host a wide variety of reading materials and seven computers which
assist in academic performance.
Leesha Roberts: Co-educational Government primary school
Summary of Work Environment
In Trinidad and Tobago, primary schools range from small, medium to large in terms of
school size and class size. Some of the primary schools are quite old managed jointly by
religious denominational bodies and the government, with the religious bodies having the major
say in the development of the schools; the other remaining schools are solely managed by the
government. For this paper, the teachers work is situated within a medium sized government
school. The school is situated within a suburban community of Diego Martin, the western part of
Trinidad and Tobago. The Patna/River Estate Government primary school is a two level
structure that houses thirty five classes. Each class level has three classes, for example first year
infants has 3 classes, 2nd year infants has 3 classes etc. The school is a co-educational school,
which means there are both boys and girls, there is also a mix of both male and female teachers,
including the principal and vice principal. However, the school is short staffed by ten teachers.
This means that some of the classes have been merged with other classes. The classrooms are
self-contained rooms and each teacher has a medium sized classroom that seats approximately 25
to 30 students. The following is a further breakdown of the classroom environment:
Orienting Context
The intended learner within this environment is a teacher of the Patna/River Estate
Government Primary School. The teacher is among other teachers at the school that age ranges
from twenty-two years to fifty-six years. All the teachers have either an undergraduate degree or
a Teachers Diploma from the Teachers Training College. Many of the younger teachers have

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furthered their qualifications by attaining their post graduate degrees in education. Most of the
teachers are computer literate, especially the teachers within the age range of twenty-two to
forty-five. They are fully aware of the latest trends in ICT and all of them have used ICT in one
way or the other to create teaching or learning experiences for their class. The teacher is one of
those within the range of being comfortable with ICT use and attainment of a post graduate
degree in Education.
The teacher often attempts to adapt the use of ICT into teaching and learning experiences
as well as create lessons that cater for all types of learners in the classroom. However, with the
limited staff available such a large scale task is difficult to accomplish. Therefore, while the
teacher is aware of the MOE initiative to use ICT in the classroom to target all learners and as a
delivery method when teaching 21st century learners, it has become frustrating not being able to
maneuver the Directed Approaches outlined in the current curriculum. The teacher often
struggles to try and fit in the mandated use of ICT into the instructional model used by the
school.
Instructional Context:
According to Morrison et al. (2010), clearly defining the instructional context provides
rich data for designing. The instructional context of Patna/River Estate are as follows:

Factor
Lighting

Consideration
The teachers classroom is well lit and the lights can turn on and off by
the teacher if presentations have to be done for an activity. However,
even if the lights are off there is a fair amount of natural light that
comes into the classroom and there are no shades or blinds on the

Noise

windows
The school is situated on a main road where vehicles are driving up and

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL12

Factor

Consideration
down the road every day regularly. There are also residences around
the school. However, all of this is manageable as the school has a large
surrounding compound and the noise rarely disturbs the students in
their classes. The staff room is situated at the entrance of the school,
close to the principal office and a few feet away from classrooms.
Overall, there is no main obstacle of disturbance that impedes the

Temperature

teacher on a daily basis.

There is no control over the temperature in the room, as the classrooms
use natural air from the windows or from fans. Depending on the
season and the time of the day the room becomes extremely hot and the

Seating

fans are used.

The seating in the classrooms are generally for directed teaching. The
desks are in rows and seats 3 students. Generally a teacher has
between four to five rows of desks and two columns. The teachers
desk is situated at the front of the classroom, closest to the blackboard
and the entrance/exit of the classroom. The teachers desk is 48 x 29

Accommodations

and usually it is filled with workbooks used for drill and practice.
The classroom is spacious and the desks are evenly spaced. The
teacher can easily walk between each desk and has ample space at the
front of the class for writing on the white board and for demonstrations
with the television or radio. There is also a computer situated at the
back of the classroom along with a bookshelf of library books.
The teacher also has access to the school computer lab with has 30

Equipment

desktop computers available.

The classroom has within in it the following:

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL13

Factor

Consideration
Cd/radio player
Desktop computer : windows 7, Ms Office Suite 2010, internet

ready
Coloured inkjet printer
Computer lab with 30 desktop computers
Electronic projector
Television set
Wireless internet
30 Android tablets (donated)

Transfer Context
The teacher will use the new instructional model to design constructivist learning
experiences that are ICT integrated, targeted at all types of learners and linked to the local
curriculum. The teacher will be given the opportunity to use this model as she plan her daily
lessons and assessments with her department colleagues.
Differences between each Instructional/Work Environment
Based on what each team members work environment description entailed, the following
differences were found.
In all four work environments:

School sizes differed: that is the school sizes varied as well as the age of the schools.

School population was different: For instance Ria-Marias school consisted of four
hundred students while Rachelles school had only two hundred students.

Grade levels: Generally there was a difference in the starting ages of each class,
where for instance Ria-Maria work environment focused on students aged ten to
twelve while, Yolande classes started at eight to nine years.

Arrangement of furniture (fixed seating, rows of two, groups of five)

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL14

Work environments were different: each school dealt with their administrative and
maintenance of the school and staff sizes differently.

Delivery of instruction: All four work environments utilized different instructions

within their schools, for instance Leeshas environment used direct instruction, and
Yolandes environment used Understanding by Design.

Location of schools: Both urban and rural schools were included.

The schools were located in different Caribbean islands (i.e. Trinidad, Jamaica and
Bahamas.

There was also the issue of different cultural settings because of the different islands.

Similarities between each Instructional/Work Environment

The instructional environments reviewed were located in three different Caribbean
countries namely Trinidad (two schools were located here), Jamaica and The Bahamas.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL15

With different islands came different cultural settings, nonetheless all four
environments were primary school based with students ranging from grades 1 to

6.
All schools shared similar operational hours with no school having a shift system.
The academic and Administrative staff for all location had both males and

females.
Three out of the four schools were coeducational except for Rias that had an all-

boys population.
Classroom spacing was sufficient in all models with students having individual

work areas that could be combined for group work.

All teachers are expected to present a lesson plan or outline that stated what

would be taught each week and assessment strategies for each.

There were two Government funded schools and the other two were Catholic

schools that are also government aided.

Technology Integration can be seen throughout all models and all school are
equipped with some form of internet access.

Strategies Similarities and Differences between the Environments

Instructional strategies that is common and/or different between the environments:
Instructional
Strategies
Face to Face
Repetition
Group

Ria

Yolande

Rachelle

Leesha

Instructional/Small
Group
Discussion/Question
s
Guided Practice
Demonstration

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL16

Independent Practice
Feedback
Formative

Assessment
Summative

Assessment
Drill and Practice
Structured overview
Simulation
Organization of

Classroom
Creating the right

classroom
environment
Independent student
projects
All instructional environments use face to face instruction and provide feedback to
learners. Yolande used the lecture, discussion and recitation methods, while Leesha used
directed instruction that focused on presenting factual, conceptual or procedural knowledge with
clear goals, review and presentation of examples. Rachelle, strategies focused on feedback,
questioning, structured overview, demonstration, drill and practice and simulation. Ria used
textbooks and readings for information, and a lot of homework assignments along with class
discussions and direct instructions.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL17

New Combined Instructional Model
Description of the New Model
Creating the New Model
This Model provides a method to create ICT integrated instruction by teachers. The
model encompasses a combination of all four team members models. The intent of the model is
to allow teachers to begin designing instruction from any point. This allows for flexibility within
model as the user designs because at times a designer may already have done one of the
components and seeking an effective, systematic way to continue designing instruction.
Therefore this model offers that option to the expert designer as well as the new designer
who is not familiar with the design process and would like to start from the learner analysis and
work through to the evaluation component. Overall, the model is systemic and nonlinear and is
intended to encourage designers to work in all areas as appropriate. Robyler (2015) refers to this
type of design as the Systematic design of instruction, where a set of procedures outlined for
planning and developing teaching methods and materials to help make sure that the designer
achieves the desired results intended based on a sound theoretical foundation.
The model utilizes a combination of theories, instructional approaches and instructional
models based on what each team member had within their original instructional model [i.e. the
model designed from assignment 3]. The rationale was to take out the key features of each team
members model and use those key features to create this new model. Therefore the group
utilized the following theories, instructional approaches and instructional models:

Gagnes 9 events of instruction

Constructivism
Problem Based Learning
ASSURE Model
Backward Design
Directed Instruction

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL18

ADDIE
Integrative Model
Description of Model Components
The chosen name for the groups Instructional Design Model is: Xtreme Education

Cyclical Model of Instructional Design: Evaluate, Critically Think, Integrate, Develop, Reflect &
Revise. The team decided that any instructional design model should always contain an analysis
of the learner and the context to which the learner will be using the instruction. In fact
McLoughlin (1999) suggests that learning styles and strategies can provide instructional
designers with insights into individual differences in learning and performance that can be
factored into the design process. Therefore the Evaluate component focuses on the leaner, the
content and the instructional problem. Critically Think allows the designer to focus on ways to
design instruction in a student centered manner that promotes the influence of problem based
learning, integrative learning and other constructivist type learning. This component also
requires the designer to develop overall goals for the instruction as well specific objectives.
Generally the literature on instructional objectives indicate that it is necessary to create
instructional goals because it provides a set of shared expectations among all those involved in
the learning experience and objectives allow the learner to pin point what they specifically
learned within the instruction (Morrison et al, 2010; Marzano, 2009; Marzano & Kendall, 2006).
The integrate component allows for the designer to think about and identify the various ICT
tools that can be used within the instruction. Beetham & Sharpe (2013) indicate that learners
within any learning situation are now requiring the use of ICT throughout their content.
Furthermore Prensky (2001) predicted that learners within classrooms will require their teachers
to create learning experiences that are immersed with ICT because it is what they were born into
and are accustomed using inside and outside of the school environment. Therefore the group felt

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL19

that this component was crucial to the design of the model. The develop component required the
designer to assign strategies that would allow for the accomplishment of the goals and objectives
of the instruction, as well as how the use of ICT will be placed within the learning experience at
key points in order to appreciate and impact on the instruction. The last component is the
Reflect & Revise. This component is critical to the model and can be used at the end of each
component in order for the designer to check the instruction for updates and improvements at
any point of the design. It also allows the designer to check the instruction after it has been
implemented for regular use and adoption within the designers instructional routine.
Consequently, the use of Rogers Diffusion of Innovation check list was utilized to allow the
designer to check what stage of adoption they are currently at and how to improve on their
current stage in order to move on to the next stage level so that overall adoption can be achieved.
According to Rogers (1983) diffusion occurs through a fivestep decision-making process,
which involves a series of communication channels over a period of time among members of a
similar social system. In this case it will be the environment to which the designer exists.
Rogers Diffusion of innovations outlined the five components and the group has adapted the
components to the context of the designer using the instructional model. These components of
the adoption check list are as follows:
Stage
Knowledge

Definition
The designer is first exposed to an innovation, but lacks information about
the innovation. During this stage the individual has not yet been inspired to

Persuasion

find out more information about the innovation.

The designer is interested in the innovation and actively seeks related

Decision

information/details.
The designer takes the concept of the change and weighs the
advantages/disadvantages of using the innovation and decides whether to

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL20

adopt or reject the innovation. Usually this is the most difficult stage
Implementatio

because it is based on individual perception and evidence.

The designer employs the innovation to a varying degree depending on the

situation. During this stage the designer also determines the usefulness of

Confirmation

the innovation and may search for further information about it.
The designer finalizes his/her decision to continue using the innovation. This
stage is both intrapersonal (may cause cognitive dissonance) and
interpersonal, confirmation the group has made the right decision.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL21

Justification for the Design
Demographics
General characteristics
Entry competencies
Learning style

Instruction must be student-centered

Promotes problem based learning
Develop general outcomes and specific
objectives.

Evaluate the
learner based on

Critically Think

Develop
instruction

Integrate ICT

Identify strategies to accomplish

general outcomes and integrate
ICTs

List and identify the various types

of ICTs that can be used to achieve
the general outcomes and
objectives.

Figure 1: Xtreme Education Cyclical Model of Instructional Design: Evaluate, Critically Think, Integrate, Develop, Reflect &
Revise

Key features from each of the following models (Retrieve, Revise, Implement and
Review (RRIR) ICT Integration Model, Critical Thinking Model, Strikers Community Social
Integrative Instructional Model (SCSI) and EDFER Model of Instructional Design) have been
used to create a new model: Xtreme Education Cyclical Model of Instructional Design is as
follows:

Evaluate: the learner, the context and the instruction

Critically Think: think about ways the instruction can be student centered and promotes
problem based learning, develop general outcomes and specific objectives.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL22

Integrate: list and identify the various types of ICTs that can be used to achieve the general

outcomes and objectives

Develop: identify strategies to accomplish general outcomes and integrate the listed ICTs

that can be used.

Reflect & Revise: This is twofold:
1 Review the instruction for updates and improvements
2 Review the stages of adoption checklist. That is what stage is the teacher at on the
list. What can be done to improve the teacher so that they can move to the next stage
or understand clearly the current stage they are positioned.
o Knowledge planning and practice of the ICT integrated lesson
o Persuasion interest in using the model
o Decision decision to adopt or reject the model
o Implementation the number of times using the model before fully adopting
o Confirmation the decision to continue using the model within instructional
planning.

Rationale:
The Xtreme Education Cyclical Model of Instructional Design

Provides a comprehensive guide to create a holistic instructional method that incorporates

the key aspects of the four original instructional design models created by individual
group members of Xtreme Educationalists.
o Components of each group members model:
LEESHAS MODEL:

RETRIEVE, REVISE, IMPLEMENT AND REVIEW (RRIR)

ICT INTEGRATION INSTRUCTIONAL MODEL

Key Features:
REVISE:

List ICT Resources Available at the school

List the general outcomes/objectives of the learning experience
List the traditional resources that can be replaced with ICT in a realistic way
List the traditional assessments that can be replaced with ICT in a realistic way

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL23

REVIEW:

Review the lesson for updates and improvements

Review the stages of adoption checklist
- Knowledge planning and practice of the ICT integrated lesson
- Persuasion interest in using the model
- Decision decision to adopt or reject the model
- Implementation the number of times using the model before fully adopting
- Confirmation the decision to continue using the model within instructional
planning.

RACHELES MODEL:

CRITICAL THINKING MODEL

Key features:

Gagnes nine events of learning

YOLANDES MODEL:

STRIKERS COMMUNITY SOCIAL INTEGRATIVE

INSTRUCTIONA MODEL (SCSI)

Key features:

PBL & Directed Instruction

RIA-MARIAS MODEL:

EDFER MODEL OF INSTRUCTIONAL DESIGN

Key features:

Evaluate the learner

Define Outcomes & Evidence of Learning
Formulate & Design Learning Experiences
Enact Design & Conduct Formative Assessment
Reflect and Revise
ADDIE, Dick & Carey Model ASSURE (Gagne 9 events of
learning), ARCS Model of motivation & Backward Design.

The Xtreme Education Cyclical Model of Instructional Design allows instructional

designers to commence at any point in the design process, but still lead to the evaluation
of the learner as its primary focal point in the design.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL24

Based on the focus on student-centeredness and the ICT component of the model it
accommodates the twenty-first century and the attainment-based paradigm (Reigeluth &
Carr-Chellman, 2009) perfectly.

Instructional Strategies
According to Kilbane & Milman (2013) defines Directed Instruction as a teachercentered approach for addressing factual, procedural and conceptual knowledge in all content
areas and grade levels (p.87). That is it is considered a straightforward, explicit teaching
techniques usually to teach a specific skill by a teacher. The teacher stands in front of a
classroom and presents the information. For instance, it might be a lesson in which the teacher
very clearly outlines the order of all the planets in the solar system, or it might be a simple
explanation and some examples of the double-ff-ll-ss-zz spelling rule.
However, this strategy has been shown to not benefit all learners (Kilbane & Milman,
2013; Beard & Harper, 2002). As a result over the years educators have changed the approach to
learners in the classroom so that all types of learners can be effectively targeted (Kameenui et al,
1995). In essence, teachers now match the type of instruction to the task, teaching directly when
it suits the skill being taught. For example, the order of the planets is something best learned
directly, while teaching what materials are magnetic is better learned, and much more engaging,
through experimentation.
Kilbane & Milman (2013) defines Problem Based Learning as an active learning model
that allows students to learn and hone problem-solving skills, develop competence with
academic content standards and realize the relevance of applying content area learning for
practical purposes (p.281). Some educators indicate that this model has a tendency to lend itself
to differentiated instruction (Dochy, 2003; Kauchak & Eggen, 1993). This strategy is specifically

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL25

designed to be student-centered, student-driven and gives space for teachers to meet the needs of
students in a variety of ways. PBL can allow for effective differentiation in assessment as well as
daily management and instruction. Problem-based learning is another teaching and learning
strategy that challenges students to seek solutions to real-world problems. The problems are
designed to arouse student curiosity, attempt to engage students in authentic and interesting types
of activities, and prepare them to think critically and analytically.
Integrative Instructional Model- supports students as they work towards becoming
independent thinkers, this is a purpose driven model in which students analysis is supported by
teachers and is then presented in an organized form. Coll et al (1996) indicates that this model
requires careful planning and inclusion of both content and strategy in order to promote
successful implementation. Once these guidelines are followed this strategy can allows students
processing information and ideas from rich content materials into new ideas and understandings
within any learning experience situation. In the process, students grow in their ability to think,
analyze, and draw conclusions independently. This model relies on formal strategies that teach
students how to analyze and interpret information they might encounter in school and in real life
situations (Kilbane & Milman, 2013). Through engagement in the Integrative model, students
acquire and develop skills they can use regularly to make meaning from experiences in school
and daily living. The model supports students learning across the academic subject areas while
also empowering them to become independent learners.
According to Kilbane and Milman (2013) there are different types of cooperative learning
strategies, in fact these authors indicate that there are several strategies of teaching fall under the
Cooperative Learning models umbrella. These are the General Cooperative Learning model,
the Jigsaw model, and the Graffiti model. These models are considered cooperative because they

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL26

simultaneously promote students development of social skills and mastery of academic content
and critical thinking within a learning experience, all of which the Xtreme Education Cyclical
Model of Instructional Design is intended to promote when a designer uses it for designing
instruction. Cooperative learning strategies play an important role in increasing students respect
for and understanding of each others abilities interests and needs. These activities encourage
students to take responsibility for their learning, which was the overall intent of using this
strategy.
Pappas (2014) stated that Inquiry Based Learning- relies upon the idea that individuals
are able to learn by investigating scenarios and problems, and through social experiences. Rather
than having to memorize information from printed materials, instructors encouraged their
students to conduct investigations that would satisfy their curiosity, help them broaden their
knowledge base and develop their skills and mental frames.
Discrepancy Analysis
Viewing the new model along with the individual models key differences were
recognized and highlighted that this model would permit students to explore and be active
learners.
The Xtreme Education Cyclical Model of Instructional Design provides an environment
that is more student- centered. In this environment students are instrumental in creating and
constructing their own knowledge. McCombs and Whistler (1997) state that learners are treated
as co-creators in the learning process, as individuals with ideas and issues that deserve attention
and consideration. Through collaboration and cooperation with others, students engage in
experiential learning that is authentic, holistic, and challenging. Students are encouraged to use
prior knowledge to construct new learning. Also too it provides students with the opportunity to

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL27

reflect on their work. Moreover the structure of this model encourages and may improve
students motivation.
It is essential to that recognized that each child learning style is different. Therefore, an
individuals learning style refers to the preferential way in which the student absorbs processes,
comprehends and retains information. For example, when learning how to build a clock, some
students understand the process by following verbal instructions, while others have to physically
manipulate the clock themselves. Thus, this model seeks to cater to all the learning styles:
visual, auditory and kinesthetic. Currently student bodies are increasingly diverse not only in
ethnicity and gender, but also in cultural background knowledge etc. This diversity can affect the
classroom instruction. Belenky et al. (1986), found considerable evidence to suggest that many
women tend to approach learning in more connected ways, meaning a style that emphasizes
empathy, collaboration and careful listening. Furthermore, learning styles appear to be
developmental. The learner's strategies can change over time as they gain more experience in a
particular area and the appropriate learning style chosen by the learners may also depend on the
specific task they are working on. This model will therefore allow students to understand
information in terms they are comfortable with hence increasing their academic performance.
Unlike the individual models that only catered to one or two learning styles this model
will integrate each childs multiple intelligence. Gardner defines intelligence as the capacity to
solve problems or to fashion products that are valued in one or more cultural setting (Gardner &
Hatch, 1989). Using this basis Gardner formulated a list of seven intelligences. These
intelligences include:

Logical-mathematical- consists of the capacity to analyze problems logically,

carry out mathematical operations, and investigate issues scientifically.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL28

Linguistic- involves having a mastery of language.

Spatial-gives one the ability to manipulate and create mental images in order to
solve problems.

Musical- involves skill in the performance, composition, and appreciation of

musical patterns. It encompasses the capacity to recognize and compose musical
pitches, tones, and rhythms.

Bodily-kinesthetic- entails the potential of using ones whole body or parts of the
body to solve problems. It is the ability to use mental abilities to coordinate bodily
movements.

Personal- includes interpersonal feelings and intentions of othersand

intrapersonal intelligence--the ability to understand one's own feelings and
motivations. These two intelligences are separate from each other.

The model will allow instructors to recognize and teach to wider variety of skills and
talents while thinking about the inclusion of ICT. As a result materials will be structured in a
manner which engages most or all the intelligences. This can be implemented through integrate
and develop stages of the model. Lazear (1992) concluded that teachers can assist students in
using their dormant intelligences to gain understanding with a difficult subject area.
The rapid technological changes in our world demand that students are flexible,
knowledgeable about new technologies, communicate with any form of media and collaborate
with others. Thus the usage of ICTs will enable learners to apply the new knowledge gained to
new situations, analyze information, collaborate, solve problems, and make decisions
The AASLs Standards for the 21st-Century Learner (2007), with their emphasis on
multiple literacies and the social context in which information skills develop, embrace

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL29

instruction that engages students critical thinking about the changing communications
environment.
Conclusions
Overall, Xtreme Educationalist was given the task to create a model based on each team
members individually created instructional models from a previous exercise. Generally the
team utilized the key features from each persons model and focused on the model being flexible
enough where a designer can begin from any point within the model. The model can be used by
an expert designer as well as a novice designer as they create their instruction in a systematic
manner with the focus on student centeredness and 21st century learning within the Caribbean
classroom.
Reflections of the Process
This project was one that forced each team member to reflect on the process of designing
a new instructional model by merging four instructional models within a work environment. The
section is focused on each team members reflection on the projects process as it was being
completed. It starts off with Ria-Maria, then Yolande, Rachelle and concludes with Leeshas
reflection.
Ria-Maria Narcis
This group project seemed a bit late for me in terms of a timeline of assignments, however my
group members really supported each other in spite of limited time, family constraints and
technical difficulties on presentation night. During the whole process I kept thinking that it was a
lot to get done in a very short space of time we had to critically think which parts of our models
would gel to create a holistic representation of our individual creations. After several Skype
meetings, phone calls and group messaging it finally began to make sense and parts began to fall

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL30

into its respective places. I felt happy to be a part of this group because our members were
dedicated to the systematic development of our model, we divided the workload and were able to
work individually to maximize our efforts .In hindsight, I was anxious about doing this course of
study, it all seems like a lot of technical stuff that was difficult to comprehend and quite
expansive. Surprise! At least I was wrong on one account, it is not at all difficult to comprehend
but requires systematic research, development of ideas and the realization that this is a
developmental process, ultimately the research findings in this area is extremely expansive.
Consequently, in creating this model it is clear that instructional design is simple to understand,
not at all concise but requires perseverance and that zeal to learn how to approach problems and
apply knowledge.And then there was Monday 7th December at 8ECT, after much planning,
sourcing of just the right pictures, timing the slides and two seriously crazy practice sessions, we
all thoughtYES! We are ready Pecha Kucha doesnt want anything with ustimes within
twenty seconds and allBLAST OFF!!!!! Oh, but alas my audio went crazy.my video was
delayed and I could not present! I must admit, I felt cheated and was unable to enjoy subsequent
presentations are ask pertinent questions on my other colleagues models. Thank goodness we
had rehearsed and Leesha could continue my sectionquite flawlessly...might I add! In the end,
our model represented the best of our individual models and it served to motivate me forward
with thinking of my own work and contributions I can endeavor to identify and advance in the
field of instructional design in my country and the greater educational region. Who knows there
might be a regional collaboration of great Caribbean minds in the future to promote a novel
instructional design process?
Yolande Samuels

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL31

Team work, makes the dream work. John C Maxwell. This is the thought that comes
to mind when I think about the group of ladies with whom I had the pleasure of working with
this semester. The thought of having a major assignment to complete at this critical point in the
semester seemed daunting at first, as there are so many things taking place both academically
and professionally for all the members of this group.
Group work commonly brings with it quite a few challenges, but my team, the Xtreme
Educators despite working from three different Caribbean islands with four different hectic work
schedules made this task manageable. After exchanging and viewing all four assignments we
arranged several Skype meetings that best suited our different schedules. Discussions were held
on the requirements for the task and each group member was asked to choose two areas to work
on. We worked on our parts and gave each other feedback as to what areas needed fine tuning.
We researched Pecha Kucha as this was the first time any of us had heard about it, and discussed
how best to put our thoughts into graphics. The process of preparing for our oral presentation
was indeed a comical adventure filled with butterfly filled stomachs, deep breaths and lots of
laughter as we because each others coach. After we presented to our class we breathed a sigh of
relief, we had made it through one section of our project successfully despite the many
challenges that technology decided to present us with.
This has been an insightful experience for me as I got to work with some brilliant ladies
who have now become very good friends. Pecha Kucha although somewhat outside of my
usually trodden path was actually not that bad and it is definitely a challenge I could see myself
assigning to one of my upper grade classes as they just love to speak. Overall if I had it to do all
over again, I would definitely love working with the Xtreme Educators Dream team.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL32

Rachele Wagstaffe
To accomplish the task given working in a group was necessary; it can also be a
challenge because members have to effectively agree and cooperate. I was privileged to have
been part of a group that worked as a team and in doing so, was very successful. Combining all
the individual instructional models to create a new model was no easy feat. We met several times
over Skype to strategize the path for the new model. At times it was a frustrating process because
our ideas were all over the place. But we were a focused group and so we evenly distributed
roles that aided in lessening the work load. It also forced me to reflect on my own model and
how it could be improved.
The presentation was our defining moment. I was completing unaware of the Pecha
Kucha method and had to do additional research to be familiar with it. It was quite daunting to
understand the format and nerve racking to realize what was needed for the presentation. Finding
the right pictures to compliment what I was going to say was time consuming. My group was
committed to the best presentation so we engaged in recurring practices to accomplish our goal
as well as give each other feedback. This aspect helped me in identifying areas where more effort
was needed and in the process boosted my confidence.
I feel fortunate having had the opportunity to be a part of the Xtreme Educationalist
because it was a positive group experience. I believe our team was successful because of our
commitment to each other.
Leesha Roberts
This project has allowed me to view instructional design from a different perspective. I
have always been conditioned to think that the traditional instructional design models are the
ones that designers should always adhere to and utilize. This project has debunked that classical

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL33

condition for me. I now know that depending on your work environment you can create your
own design model to target learners in an effective and systematic manner as you deliver your
content. Outlining the various differences and similarities within each team members work
environment was truly enlightening to me as I realized as educators within the Caribbean we
practice similarly as well as our some of our difference are even relatable. I have always felt that
Caribbean teachers tend to follow along with international trends because first world countries
set the trends. However, within the Caribbean we are unique with regards to the way our schools
are built and the way our teachers practice given our cultural differences. For instance during the
project I realized that Yolandes school was over sixty years old and that is the same case with
our schools in Trinidad and Tobago, and that the age of the school building sometimes impedes
our efforts to integrate ICT in the classrooms. Most of all this doing this project has opened me
up to possibility of continuing my goal to develop an ICT integration model for Trinidad and
Tobago primary schools.
As I continued to reflect on the process of completing this project, another key aspect of
the project that I truly appreciated was the aspect of group work. I was fortunate to be grouped
with peers that was devoted to ensuring all tasks were efficiently and effectively created on time.
Each person within my group contributed productively and this was displayed every time we got
together for our skype meetings and Facebook messenger chats as we designed the new
instructional model, planned the presentation and made our presentation to the class. I was so
thankful that we practiced the day before, and a few hours before the presentation because even
when technical difficulty arose we were able to continue on with our presentation. During our
group work we actually formed our friendships and have continued to reach out to each other to
ensure that we are all on target with our other course work and courses. This was really

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL34

appreciative for me because I have heard so many horror stories about group work and I can
proudly say that I didnt have that experience. Overall, I enjoyed the experience of designing a
new instructional design model and working with my peers during the process.

FINAL PROJECT: DESIGNING AN INSTRUCTIONAL MODEL35

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