Instructional Design Framework

Directions: List the tasks or performances required in the left column, then move to the next column and list the levels required for the learners to be abl
seven columns (A - G) are completed. Clicking on any of the links listed below (row 4) will take you to the corresponding page in this workbook, where inf

List the instructional

List the highest level of strategy the will best
the domain at which help the learners to List the methods that
the learners must reach the required level will provide the best
List the task or performance required (Objective) perform in Bloom's Taxonomy learning environment

Performance Required Bloom's Taxonomy Instructional Strategy Methods

ework

evels required for the learners to be able to perform. Repeat process until all
nding page in this workbook, where information is listed for each step.

What social means are What types of

needed to help the knowledge (content)
How will you sequence learner's retain and are needed by the
the material? grow? learners?

Sequencing Sociology Content or Knowledge

 Bloom's Taxonomy
Decide at what level the learners need to perform. For each task or activity, select the level the learners need to perform by using one of the three charts
below, and then selecting the highest level of performance needed. The levels in each domain are listed from the most difficult to the easiest (complex to

Cognitive Domain (knowledge) Psychomotor Domain (skills) Affective Domain (self

Creating Generate a new product, idea, or way Origination Creating new movement patterns Internalizing values
of doing things to fit a particular situation or
specific problem. Learning
outcomes emphasize creativity
based upon highly developed
skills

Evaluating Justify a decision or make judments Adaptation Skills are well developed and the Organization
about the worth of an idea or individual can modify movement
material patterns to fit special
requirements

Analyzing Able to differentiate between Complex Overt The skillful performance of motor Valuing
constituent parts Responses acts that involve complex
movement patterns; includes
performing without hesitation,
and automatic performance

Applying Use the new information or concept Mechanism This is the intermediate stage in Responding to
in a situation learning a complex skill. Learned Phenomena
responses have become habitual
and the movements can be
performed with some confidence
and proficiency
Understanding Able to explain idea or concept or Guided Response The early stages in learning a Receiving Phenomena
state a problem in one's own words complex skill that includes
imitation and trial and error

Remembering Recall date or information Set Readiness to act. It includes

mental, physical, and emotional
sets

Perception The ability to use sensory cues to

guide motor activity

Reference: Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom's Taxonomy of educational objective
 one of the three charts (domains) shown
the easiest (complex to simple).

ffective Domain (self or attitude)

Has a value system that controls their
behavior

Arranges values into priorities by

contrasting different values, resolving
conflicts between them, and creating
an unique value system

The worth or value a person attaches to

a particular object, phenomenon, or
behavior

Active participation on the part of the

learners. Attends and reacts to a
particular phenomenon
 Awareness, willingness to hear, selected
attention

my of educational objectives. New York: Longman.

 Instructional Strategy - ways to present content
Choose the instructional strategy the will best help the learners to reach the level of expertise you choose in Bloom'
Taxonomy. The strategies are listed from the most difficult to the easiest (complex to simple). Generally speaking, th
complex or higher you went on Blooms Taxonomy, then the higher up you will have to go on the scale below. For exa
you choose the level "Applying" in the Knowledge Doamin, then you will need to go to at least the Inductive-inquisit
in the chart below.

Deductive-inquisitory

Inductive-inquisitory

Inductive-expository

Deductive-expository
 Instructional Strategy - ways to present content
ctional strategy the will best help the learners to reach the level of expertise you choose in Bloom's
ategies are listed from the most difficult to the easiest (complex to simple). Generally speaking, the more
you went on Blooms Taxonomy, then the higher up you will have to go on the scale below. For example, if
vel "Applying" in the Knowledge Doamin, then you will need to go to at least the Inductive-inquisitory level
.

Present information and then the learners present examples. Most difficult to perform but essential for
whole-task practice.

Present examples and then the learners produce information. Easier to do than the above method;
however it does not reach the level of whole-task practice. The learners will retain the information
better and deeper than the two methods listed below.

Present examples then present information. The learners normally retain the concepts better than
using the method below; however, it is not as good as the above two methods. It is basically a
compromise between the above and below methods.

Present information then present examples. Normally the fastest method. This method should only be
used if the learners do not need to retain the information or if they are already familiar with the
information.

Reference: Merrienboer, Jeroen (1997). Training Complex Cognitive Skills: A Four-Component

Instructional Design Model for Technical Training. Englewood Cliffs, NJ: Educational Technology
Publications.
 Methods - ways to promote the development of expertise
Select the methods that will provide the best learning environment. Normally, there will be
several methods for each task, especially if the task is complicated or complex.

Modeling Instructor performs task or activity while the learners observe.

Same as above but uses books, films, etc. Think of it as being in the 2nd or
2nd 3rd Person Modeling 3rd person. NOTE: this is not in the original framework.

Coaching Learners perform while the instructor provides hints, feedback, etc.

Instructor provides support while the learners perform. Also includes fading -
Scaffolding gradual removal of support until learners can perform on their own.

Articulation The learners talk about their knowledge, reasoning or problem-solving skills.

Thinking for an extended period by linking recent experiences to earlier ones

Reflection in order to promote a more complex and interrelated mental schema.

Pushing the learners into a mode of problem solving on their own in order to
Exploration learn how to frame questions and problems.

References:
Collins, A., Brown, J.S., and Newman, S. E. (1989). "Cognitive Apprenticeship:
Teaching the Craft of Reading, Writing and Mathematics! In L.B. Resnick (ed.)
Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser.
Hillsdale, NJ: Erlbaum.

Brown, J. S., Collins, A., and Duguid, P. (1989). "Situated Cognition and the
Culture of Learning." Educational Researcher, 18(l), 32-42.
 Sequencing - keys to ordering learning activities
Choose the sequencing methods that will best promote the learning.

Global before Local Skills Conceptualizing the whole task before executing the parts.

Increasing Complexity The tasks gradually increase in difficulty.

Increasing Diversity Practicing in a variety of situations.

References:

Collins, A., Brown, J.S., and Newman, S. E. (1989). "Cognitive

Apprenticeship: Teaching the Craft of Reading, Writing and
Mathematics! In L.B. Resnick (ed.) Knowing, Learning, and
Instruction: Essays in Honor of Robert Glaser. Hillsdale, NJ:
Erlbaum.

Brown, J. S., Collins, A., and Duguid, P. (1989). "Situated Cognition

and the Culture of Learning." Educational Researcher, 18(l), 32-42.
 Sociology - social characteristics of learning environments
Choose the various social methods that are needed to help the learner's retain the
skills and knowledge, in addition to helping them develop further.

Situated Learning Learning in the context of working on realistic problems.

Discussing and actively engaging with others about different ways

Community of Practice to accomplish a task.

Intrinsic Motivation The Learners set personal goals for seeking new skills.

Cooperation Working and learning with others.

References:

Collins, A., Brown, J.S., and Newman, S. E. (1989). "Cognitive

Apprenticeship: Teaching the Craft of Reading, Writing and
Mathematics! In L.B. Resnick (ed.) Knowing, Learning, and
Instruction: Essays in Honor of Robert Glaser. Hillsdale, NJ:
Erlbaum.

Brown, J. S., Collins, A., and Duguid, P. (1989). "Situated Cognition

and the Culture of Learning." Educational Researcher, 18(l), 32-
42.
 Content - types of knowledge required for expertise
Select the "knowledge types" (content) that will best help them perform for not only the present,
but also the future.

Domain Knowledge Subject matter, such as facts, procedures, and processes.

Heuristic Strategies Techniques for accomplishing the tasks (tricks of the trade).

Control the process for caring out the task such as using problem-
Control Strategies (metacognition) solving or change strategies.

Learning Strategies (metalearning) Learning to learn.

References:

Collins, A., Brown, J.S., and Newman, S. E. (1989). "Cognitive

Apprenticeship: Teaching the Craft of Reading, Writing and
Mathematics! In L.B. Resnick (ed.) Knowing, Learning, and
Instruction: Essays in Honor of Robert Glaser. Hillsdale, NJ:
Erlbaum.

Brown, J. S., Collins, A., and Duguid, P. (1989). "Situated Cognition

and the Culture of Learning." Educational Researcher, 18(l), 32-42.
Created by Donald Clark

Information about this workbook can be found on my website:

http://www.nwlink.com/~donclark/hrd/learning/id/ID_framework.html