The dynamic instructional design model, abbreviated as DID, is the study that is predominantly based on matters based on improved technology that moves around in designing and focusing on the establishment of an appropriate and effective studying environment for all the students.
The model is mainly centered among learners; it consists of special procedures like identification of learning styles among students by creating a welcoming learning environment. In each stage of this study there is a stage that regards Dynamic Instructional Design (DID).
This will for sure improve the rapidity and intensity of the lessons so that it can reach learners effectively. Unlike other methods of teaching, the use of technology has become the most essential and fastest way of taking lessons in the class (Puckett, 2004). The Dynamic Instructional Design model can be carried out effectively when the below steps are put into consideration (Cox, 2000).
Step 1: Know the Learners
As a matter of fact, the very fast step in teaching involves knowing the various characteristics among the students. If this is done then it shall become easy for the students to learn and benefit having been taught from class.
The following are the characteristics that should be put into consideration; the students’ development period, language and cultural backgrounds, the information pertaining the knowledge and skills they already have, personal characters among learners, for example, intelligence, styles on how to study and lastly cognitive styles, knowing also the similarities and differences in regard to the students’ view on the design of instruction.
When all these are put into consideration, it becomes very easy to know all that is required when it comes to matters pertaining the designing of your instruction. This step is important and is worth being given a great priority (Cox, 2000).
Step 2: State Learning Outcomes
Outcomes are the students’ opinions that come as a result of instruction, for example, the ability of what the students are able to do at the end of scheduled lessons. For example, the students should be capable to distinguish what a verb and a subject is in a particular sentence. The students are required to obtain the necessary knowledge, they should be able to understand and apply what has been learnt in the class. In addition, they should be able to analyze, synthesize, and evaluate a number of things taught in class (Edmundson, 2006).
Step 3: Establish the Learning Environment
Every learning institution should have a conducive environment, for example, the physical and educational part of teaching. This involves the seating order or arrangement, welcoming competition, appropriate physical environment, all these involve an environment where people can learn without hardship. In the classroom, there should be a mutual cooperation among the learners. Students on a similar note should be able to take some risks willingly without being forced by either the teacher or the concerned parent (Edmundson, 2006).
Step 4: Identify Teaching and Learning Strategies
Learning and teaching strategies are the appropriate methods a teacher will use in order to help the learners achieve an outcome that suits their learning process. A teacher should be capable to carry out a number of methods and activities to obtain an appropriate outcome from the students (Cox, 2000).
Step 5: Identifies and Select Technologies
Instructional technologies are the specific instruments that are used to maintain the learning strategies put up by the teacher. In this particular footstep, one needs to select the necessary technological tool that is effective when it comes to learning strategies. In deed, one must decide on how and when to use the available technologies. Some of these technological improvements and tools include; the use of multimedia CD, radio, videos and so on (Puckett, 2004).
Step 6: Plan a Summative Evaluation
Summative evaluation is the last step that is effective when it comes to designing and evaluating measures related to learning. There should be chances to allow room for revision in order to improve the design. In fact, this can be achieved through self-evaluation on the effectiveness of your lesson; this on the same note can be achieved by giving the students a questionnaire to fill up so that the teacher can know the views of the students.
However, if the students have not performed well, then it means that the teacher must start again the earlier steps used in designing. In summation, the results obtained from students can be used to know whether the students have understood what is required of them during the lessons or not (Cox, 2000).
References
Cox, C. B. (2000). Empowering grandparents raising grandchildren: A training manual for group leaders. New York: Springer Pub.
Edmundson, A. (2006). Globalized e-learning, cultural challenges. Hershey, PA [u.a.]: Information Science Publ.
Puckett, R. P., & Byers, B. A. (2004). Food service manual for health care institutions. San Francisco: Jossey-Bass.