Published by Joan Oladunjoye on 30^th November 2024

As a high school computer science teacher, my experiences as both an educator and a learner resonate deeply with the principles of instructional design (ID) models. This week’s readings and frameworks provide valuable insights into how structured approaches to design can transform teaching practices. Reflecting on these models underscores their influence on creating effective learning environments in my context as a high school computer science teacher, while also highlighting their relevance and potential integration into my future work.

The ADDIE model, consisting of analyze, design, develop, implement and evaluate serves as a foundational process for designing instruction. Its systematic approach aligns closely with my teaching strategies, particularly in identifying students’ performance gaps and developing targeted interventions (Dousay, n.d.). For example, when teaching Year 12 students HTML concepts, I analyze their baseline skills to design appropriate scaffolding activities, ensuring learners of varying competencies can engage effectively.

Similarly, Universal Design for Learning (UDL) emphasizes inclusivity by addressing diverse learner needs through multiple means of engagement, representation, and expression (Takacs et al., 2021). In practice, UDL has guided me in differentiating resources, such as using interactive coding simulations for kinaesthetic learners and detailed reading guides for those who prefer text-based material.

Among the various models, UDL aligns most closely with my practice due to its flexibility and learner-centered approach. The jaggedness principle, which acknowledges variability in learners’ abilities, underpins my efforts to create adaptable coding exercises tailored to individual strengths (Rose, 2016, as cited in Takacs et al., 2021). This approach fosters an environment where all students, regardless of their prior knowledge, feel capable of achieving learning outcomes. UDL’s focus on proactive planning resonates strongly with my teaching philosophy. By anticipating barriers and designing resources to address them, such as providing alternative assessment formats, I ensure that every student has equitable access to success. For instance, students struggling with syntax errors in programming benefit from debugging tools or pair programming opportunities that build their confidence and competence.

Building on these principles, I plan to integrate UDL strategies and the ADDIE process more fully into my instructional design practice. These strategies include:

1. Iterative feedback loops, where ADDIE’s evaluation phase helps refine lesson plans based on student feedback. For example, after each project-based coding activity, gathering input can improve clarity and engagement in future iterations.
2. Flexible assessment methods inspired by UDL, such as oral presentations on coding concepts or peer-reviewed projects, to cater to different learning styles.
3. Culturally responsive design principles (Heaster-Ekholm, 2020) to create inclusive resources acknowledging my students’ diverse backgrounds. For example, incorporating global coding challenges or exploring culturally significant technologies could further enrich their learning experience.

In conclusion, instructional design models provide a robust framework for creating effective and inclusive learning environments. While ADDIE offers a structured approach to addressing instructional challenges, UDL ensures that diverse learner needs are met through innovative and flexible strategies. By synthesizing these models, I aim to foster a classroom culture where all students can thrive, leveraging instructional design not just as a tool but as a transformative practice in high school computer science education.

References

Dousay, T. A. (n.d.). Instructional design models. Retrieved from uploaded document.

Heaster-Ekholm, K. L. (2020). Popular instructional design models: Their theoretical roots and cultural considerations. International Journal of Education and Development Using ICT, 16(3), 50–65.

Takacs, S., Zhang, J., Lee, H., Truong, L., & Smulders, D. (2021). Universal design for learning: A practical guide. Retrieved from uploaded document.