Running head: EDID6503 ASSIGNMENT THREE 1

New Instructional Model for Workplace Environment

Sharon Persad (3200004806)

University of the West Indies (Open Campus)

Course: EDID6503 Instructional Design, Models and Strategies

Course Facilitator: Dr. Laura Gray

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 2

Abstract

In order to effectively design a new instructional model, research must be done to determine the

situation and the nature of the problem(s) being faced by an organization. An online survey was

conducted using a questionnaire to get a glimpse of the current attitudes and behaviors of the

staff at St. Helena Hindu School with regards to teaching and learning. This data was used to

create a new instructional model to alleviate the challenges faced by staff in implementing the

new curriculum.
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 3

Institutions encounter numerous changes at every phase of development. External factors

such as growing trends, economic downturn and improvements in technology can either stifle or

foster growth. It is the institutions ability to adapt to change which will determine its success

and survival. The St. Helena Hindu School has been affected by a new curriculum and teachers

resistance to change from their current methods of teaching. This paper examines the current

problems being faced by this institution and how instructional design methodology can be used

to create a new instructional model to benefit all stakeholders.

Work Environment

Institution

St. Helena Hindu Primary School is situated in the rural community of St. Helena village,

south of the Caroni River in Trinidad. It is housed in a small, traditional one storey building

where classes are separated by blackboards. There is an ICT room and a newly acquired plot of

land used for recreation.

Administration & Staff

There are fourteen teachers, ten females and four males with an average age range of

thirty-five. All teachers hold a Bachelor of Education degree and one has a Masters of Business

Administration. Teachers are responsible for supervision and delivering the curriculum for their

assigned classes as outlined by the Ministry of Education. The principal attends to all

administrative duties with the help of a clerical assistant.

Students

There are three hundred and twenty-six pupils who reside in St. Helena village and

environs within the ages of five and twelve. Classes hold approximately twenty-five students

with varying learning styles, abilities, disabilities and giftedness.

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 4

Culture

An organizations culture consists of the values, beliefs, attitudes, and behaviors that

employees share and use on a daily basis in their work (Rogel, 2017, p. 1). The school is a

microcosm of the wider Trinidadian culture where teachers promote patriotism through shared

daily practices, cultural and religious celebrations and tenets of becoming good citizens where

respect for the environment and laws of the land are emphasized. The teachers have rated their

work environment as somewhat positive (See Appendix E).

The principal, stated in an interview that the teaching and learning culture of the staff is

very traditional using mainly chalk and talk to deliver the curriculum. She also voiced her

concerns where the staff is challenged in implementing the new Primary Curriculum Rewrite

(PCR) curriculum which has shifted from a behavioral and cognitive approach to a constructivist

perspective (MOETT, 2014).

It is a challenge to understand, determine and solve an organizational problem (Rossett,

1997). It requires meticulous analysis before the start of instructional design (Dick, Carey, &

Carey, 2005). As a result, an unbiased evaluation of the values, beliefs and attitudes of the staff

towards teaching and learning had to be properly researched to ensure independence from

subjectivity.

A survey is defined as "the collection of information from a sample of individuals

through their responses to questions" (Check & Schutt, 2012, p. 160). It is a quantitative research

method used for gathering data. Surveys provide an unbiased approach to decision-making

and it formulates a glimpse into the attitudes and behaviors of the target sample (Wise,

2012). Ergo, it was decided to utilize an online survey in the form of a questionnaire to gather

data from the teaching staff. A questionnaire is a concise, preplanned set of questions designed
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 5

to yield specific information to meet a particular need for research information about a pertinent

topic (Key, 1997, p. 1). It provided participants with anonymity; was easily accessible; results

were tabulated in real time and was highly cost effective.

The purpose of the survey (see Appendix A for questions administered) was to determine

the current teaching methods and approaches used by staff and also to evaluate the possible

problems in implementing the new PCR curriculum mandated by the Ministry of Education.

All fourteen members of staff completed the online survey (See Appendix A) through

email. They answered all ten questions. The results are as follows:

1. The teaching method used by all staff members is direct instruction (See Appendix A)

2. The teaching method used by four teachers is reflected in the ASSURE Model (See

Appendices C and D).

3. Four of the younger, new members of staff use technology in their classrooms, do group

work and have no problems with implementing the new curriculum (See Appendices C,

D, F and G).

4. The other ten participants have difficulty with using technology, have no guidelines on

how to incorporate it into their lessons and feel the new curriculum is time consuming

(See Appendices C, D, F and G).

5. Twelve members are willing to try a new plan and two teachers who are about to retire

were not sure (See Appendix H).

Instructional Models of Work Environment

An instructional model is a step-by-step procedure that leads to specific learning

outcomes (Gunter et. al, 1995, p. 67). It is a plan or pattern that we can use to design face-to-
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 6

face teaching in classrooms or tutorial settings and to shape instructional materials (Joyce et. al,

1992, p. 4). After analyzing the data (See Appendices B, C and D) from the survey it was evident

that the following instructional models mimic the work environment of St. Helena Hindu School.

Direct Instructional Model

This is a model that is highly structured and prevalent in teaching basic skills such as

Mathematics and Reading where learning tasks can be separated into smaller segments. Direct

Instructional Model is teacher-directed and is useful when teaching cognitive objectives

related to recall and recognition of facts and data. Psychomotor skills, such as holding a spoon,

playing the piano, and throwing a ball are also taught effectively with this model (Gunter et.al.

1995).There are six steps in this instructional model:

1. Review previously learned material.

2. States objectives for the lesson.

3. Present new material.

4. Guide practice with corrective feedback.

5. Assign independent practice with corrective feedback.

6. Review periodically with corrective feedback if necessary (Gunter et.al. 1995).

According to the survey conducted all teachers at St. Helena Hindu School use the characteristics

of the Direct Instructional Model in their classrooms. They use charts, notes and textbooks to

deliver the content of the curriculum. Drill and practice and repetition are used to memorize facts

and definitions.

ASSURE Instructional Model

This instructional model is a step by step procedure that focuses on planning and

conducting instruction that incorporates media (Heinich et. al, 1993). Based on the
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 7

constructivist approach it integrates technology and multimedia to stimulate the learning

environment (Lefebvre 2006). There are six steps in the ASSURE Model:

1. Analyze learners.

2. State goals and objectives.

3. Select methods and media.

4. Utilize media and technology.

5. Require learner participation.

6. Evaluate and revise the blended learning strategy (Lefebvre 2006).

The minority of young teachers at St. Helena Hindu School use methods which are reflected in

the ASSURE Model. They use group work; rich media and technology to deliver the

curriculum (See Appendices C and D).

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 8

Instructional Strategies of Work Environment

The identified instructional models have salient characteristics which give rise to

different instructional strategies (See Table 1). Instructional strategies are instructional methods

used to achieve learning outcomes (Silver et al, 1996).

Instructional Model Characteristics Instructional Strategies

Direct Instruction Teacher-centered Teacher-centered instruction
Direct Instruction
Expository teaching
Demonstration

Highly structured Elaboration

Content driven by cognitive
objectives
Used for teaching skills
ASSURE Model Learner-centered
Rich media and technology
Table 1. Instructional Strategies of Work Environment. Adapted from Reigeluth & Carr-Chellman, (2009)
Examples/ Non-examples
Review
Drill and Practice
Independent Practice
Practice
Guided practice
Feedback
Procedural sequencing
Learner-centered instruction
Hands-on learning
Anchored instruction
Instructional game
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 9

New Instructional Model for Work Environment

Analyze Learners
Provide feedback
State Objectives
Assessment
Select Media and
Evaluate and revise strategies
Instructional Strategies
and media
Evaluate Plan

Collaborate Instruct
Guided Practice using Review previous
groups material
Peer to peer Present new
collaborations material
Cooperative Learning Use technology

Figure 1. New Instructional Model (PICE Model)

Name of new Model

The new instructional model is called the Plan Instruct Collaborate Evaluate (PICE)

Model (See Figure 1). Each word describes the functions of the different phases used in this

model. They are also in the order in which they are to be executed. Furthermore, according to

Wolfe (2016) acronyms can be easily remembered if they are clever. The word PICE

refers to a former bronze coin of British India (pice, n.d.) which can trigger a mental image

of the model which is also circular.

How the new Instructional Model will Support the Work Environment

The PICE Model was created utilizing functional aspects of both Direct Instruction and

ASSURE Models. It was meticulously designed to meet the needs of teachers and learners

under the constraints of the limited physical resources and technological abilities of the

majority of the staff.

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 10

Plan Phase. This procedure was taken from the ASSURE Model. According to Forest (2016)

an analysis of learners is imperative as it gives an indication of who they are, what they know,

where they come from and how they learn. This will determine the objectives, instructional

strategies and technological media and materials to be used.

Instruct Phase. Slavin (2003) stated that studies of Direct Instruction . . . a program built

around specific teaching materials and structured methods, have found strong positive effects

(p. 239). This phase is an integration of both the Direct Instructional and ASSURE Models

where the instructor has options on how the delivery of the content will be managed. It also

gives teachers a sense of familiarity and validity by incorporating their hard wired methods

with new curriculum requirements.

Collaborate Phase. The new PCR curriculum purports a constructivist perspective on learning.

It is centered around the learner and stresses hands on activities with peer to peer grouping

and sharing of ideas (MOETT, 2014). This phase mandates the use of collaboration in

instruction. Jonassen (1994) stated that constructivism supports collaborative construction of

knowledge through social negotiation (p.35) and collaborative and cooperative learning are

favored in order to expose the learner to alternative viewpoints (p. 43).

Evaluate Phase. This phase integrates assessment methods and feedback from Direct

Instruction and revision of strategies and media from the ASSURE model. Biggs (1999) stated

that assessment measures whether learning was a success and clarifies the teachers

expectations of the students. Teachers have the option to use formative or summative

assessments based upon the learning outcomes. Feedback was also included as it remains a

necessary component in the learning process. Bellon et. al (1991) stated that academic

feedback is more strongly and consistently related to achievement than any other teaching
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 11

behavior...this relationship is consistent regardless of grade, socioeconomic status, race, or

school setting.(p. 34).

The new PICE instructional Model provides the teaching staff with a systematic step by

step process to meet the constructivist requirements of the new PCR curriculum whilst giving

teachers the option to utilize cognitive and behavioral methods of instruction.

Instructional Strategies for the PICE Model

The PICE Model uses the instructional strategies of the present instructional models and

has incorporated new strategies- collaborative work, cooperative work, peer tutoring and team

work (See Table 2).

Instructional Model Characteristics Instructional Strategies

PICE Model Teacher-centered Teacher-centered instruction
Direct Instruction
Expository teaching
Demonstration

Highly structured Elaboration

Content driven by cognitive
objectives
Used for teaching skills
Learner-centered
Rich media and technology
Collaborative
Examples/ Non-examples
Review
Drill and Practice
Independent Practice
Practice
Guided practice
Feedback
Procedural sequencing
Learner-centered instruction
Hands-on learning
Anchored instruction
Instructional game
Collaborative work
Cooperative work
Peer tutoring
Team work

Table 2. Instructional Strategies of PICE Model. Adapted from Reigeluth & Carr-Chellman, (2009)
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 12

Similarities and Differences of Current and New Instructional Models

The sequential nature coupled with parallel characteristics and instructional strategies

make both models similar but not identical. The PICE model incorporates all the characteristics

and instructional strategies from the current models. However the inclusion of collaboration

has afforded the instructor new instructional strategies such as cooperative and collaborative

work; peer tutoring and team work.

The Direct Instructional Model is influenced by cognitive and behavioral perspectives.

The ASSURE Model prescribes to a constructivist approach and the PICE Model can be used

to achieve cognitivist, behavioral and constructive schools of thought.

The PICE model is sequential and also cyclical. The steps are sequential but it cycles to

the beginning where the process recurs. The ASSURE Model is similar to PICE but they are

both different from the linear nature of the Direct Instructional Model.

The first phase (Plan) of the PICE Model is similar to the first three steps of the ASSURE

Model and is non- existent in the Direct Instructional Model. The Evaluate Phase of the PICE

Model is different from both Direct Instructional and ASSURE Models as it is the sum of both

functions.

Conclusion

The PICE Model was systematically designed to address the instructional problems of the

teaching staff at St. Helena Hindu School by integrating the best characteristics of both current

models. This hybrid model gives instructors the best of both worlds by providing choices of

instructional media and strategies. Reigeluth & Carr-Chellman (2009) stated that an

instructional model can be assessed by its effectiveness, efficiency and appeal. The success of
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 13

this model can only be measured after it has been implemented and will be mostly dependent on

the instructors willingness to adapt to change.

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 14

References

Bellon, J.J., Bellon, E.C. & Blank, M.A. (1991) Teaching from a research knowledge base: a

Development and renewal process. Facsimile edition. Prentice Hall, New Jersey, USA.

Biggs, J.(1999).What the student does: Teaching for enhanced learning, Higher education

research & development. 18:1, 57-75, DOI:10.1080/0729436990180105

Check J., Schutt R. K. Survey research. In: J. Check, R. K. Schutt., editors. Research methods in

education. Thousand Oaks, CA:: Sage Publications; 2012. pp. 159185.

Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction. Boston:

Pearson/Allyn and Bacon.

Forest, E. (2016, February 14). ASSURE: Instructional design model. Retrieved October 26,

2017, from https://educationaltechnology.net/assure-instructional-design-model/

Heinich, R., Molenda, M., Russell, J. D., Smaldino, S. E. (2002) Instructional media and

technologies for learning. 7th ed. Upper Saddle River, New Jersey: Merrill Prentice Hall

Jonassen, D. H. (1994). Thinking technology. Educational Technology, 34-45.

Key, J. P. (1997). Questionnaire and interview as data-gathering tools. Retrieved October 28,

2017, from

https://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage16.htm

Lefebvre, P. (2006). Infusion of technology in the classroom: Implementing an instructional

technology matrix to help teachers. Thesis. Department of Education, Concordia University,

Montreal, Quebec, Canada.

Ministry of Education of the Republic of Trinidad and Tobago. (MOETT), (February, 2014).

Primary School Curriculum Teachers Guide. Retrieved October 27, 2017 from
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 15

http://www.moe.edu.tt/learning/primary/curriculum/item/267-primary-curriculum-

guides-sept-2013.

pice. (n.d.). Dictionary.com Unabridged. Retrieved October 27, 2017 from Dictionary.com

website http://www.dictionary.com/browse/pice

Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.). (2009). Instructional-design theories and

models: Building a common knowledge base (Vol. III). New York: Routledge.

Rogel, C. (2017). 12 Attributes to evaluate your organization culture. Retrieved October 27,

2017, from

https://www.decision-wise.com/12-attributes-to-evaluate-your-organization-culture/

Rossett, A. (1997), Have we overcome obstacles to needs assessment?. Perf. Improv., 36: 3035.

doi:10.1002/pfi.4140360308

Slavin, R. (2003). Educational psychology: Theory and practice (7th ed.). Boston: Allyn &

Bacon

Wise, S. E. (2017, January 26). The 4 main reasons to conduct surveys. Retrieved October 28,

2017, from https://www.snapsurveys.com/blog/4-main-reasons-conduct-surveys/

Wolfe, L. (2016, November 15). 8 Important tips for naming your business. Retrieved October

29, 2017, from https://www.thebalance.com/tips-for-naming-your-business-3514832

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 16

Appendix A

Online Survey (Questionnaire)

An online (Survey monkey) survey was administered to the staff of St. Helena Hindu School

through email. It was used to determine the teaching methods and problems being faced with the

implementation of the new PCR curriculum.

A questionnaire was designed using a combination multiple choice, multiple answer,

open ended and closed questions.

Attitudes and Values of Teaching and Learning

1. What is your gender?

Male

Female

2. What is your age?

18-24 45-54

25-34 55-64

35-44 65-74

3. How long have you been teaching at this institution?

Less than 5years

5-10 years

11-15 years

16-20 years

21-25 years

More than 25 years

4. How do you teach concepts in your classroom?

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 17

I give students information using notes, charts, textbooks

I guide them to discover concepts using concrete materials

I use ICT to develop concepts using videos, Power Point Presentations and interactive

online media

All of the above

5. Do you use group work in your classroom for students to collaborate with each other?

Yes Sometimes

No Rarely

Never

6. Do you use ICT in your classroom?

Yes Sometimes

No Rarely

Never

7. How do you rate your working environment?

Toxic Neutral Somewhat Positive Very Positive Extremely Positive

8. Do you have difficulties in implementing the new PCR Curriculum?

Yes No

9. What are some of the problems you face with implementing the new PCR Curriculum?

I have no problems

My institution does not have the facilities to implement the curriculum

I do not know how to incorporate ICT into my lessons

The new curriculum is time consuming

I do not have real guidelines to plan my lessons

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 18

I am unfamiliar with the assessment methods

10. Would you be willing to try a new model to help you plan and deliver your lessons?

Yes No Maybe Not sure

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 19

Appendix B

Attitudes Toward Teaching

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 20

Appendix C

Inclusion of Group Work

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 21

Appendix D

Inclusion of Technology in the Classroom

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 22

Appendix E

Work Environment
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 23

Appendix F

Problems with new Curriculum

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 24

Appendix G

Implementing the new Curriculum

NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 25

Appendix H

Willingness to Change
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 26

Reflection

The development of a new instructional model for my institution has given me a glimpse

into the instructional design process and has resolved the majority of my conceptual

misunderstandings.

Instructional design concepts have shifted from being a theoretical phenomenon into a

practical procedure for solving problems in the real world. My conceptual understanding of

instructional models and instructional strategies is now clear. I was always under the

misconception that Direct Instruction was an instructional method or approach. During my

research I discovered that it was also an instructional model.

John F. Kennedy once said that efforts and courage are not enough without purpose and

direction (Indrapadja, 2015). It was difficult for me to create a new instructional model without

a fundamental purpose. I needed something more, I needed to know I was solving a problem.

That purpose is what kept me motivated during the moments when I felt like giving up.

I am grateful for the learning opportunities which have resulted in my professional and

personal growth. I welcome the new challenges and new learning experiences.
NEW INSTRUCTIONAL MODEL FOR WORKPLACE ENVIRONMENT 27

Reference

Indrapdja, F. (2015, November 05). Developing super leaders. Retrieved October 26, 2017, from

https://developingsuperleaders.wordpress.com/2014/11/09/efforts-and-courage-are-not-enough-

without-purpose-and-direction-john-f-kennedy/