Module+2

=**Comparing and Contrasting the ADDIE Model and UBD (Understanding By Design)**= Please enter your name in each cell when you add a contribution. You must add an entry to each of the columns. Example: In the design phase of the ADDIE model, there are five considerations: (1) what are your objectives, (2) what skills, knowledge and attitudes are you trying to develop, (3) what resources and strategies will you use in your instruction, (4) how will you structure the content of your learning material, and (5) how will you assess the learner's understanding and whether or not they have met the objectives of the instruction. (Debbie Groke) || In both models, teachers are constantly assessing practices and looking for ways to be more effective and improve the process, whether through formative assessment, reviewing achievement data, student work, listening to student feedback, etc. (Debbie Groke) || UBD mentions improving student achievement through standards-driven curriculum development. Curriculum development and standards seem to be the focus beyond setting simple goals and objectives that may or may not follow an established curriculum. Teachers and administrators are constantly assessing and adjusting curriculum and instruction based on student results. (Debbie Groke) || W Where the unit/lesson is going H Hooking and Holding their Interest E Equipping students so they can explore and experience R Providing changes to Revise and Rethinkl E Letting students Evaluate T Tailoring instruction to students needs O Being Organized (Kristie VanDeSteene) || Stage 1 Analysis- WHAT ARE THE goals, objectives, method of delivery, restrictions, prior knowledge, etc. Stage 2 Design- The information from the analysis stage is used to design the instruction that will be used. Stage 3 Development- In this stage, the actual activities and learning materials are created. Stage 4 Implementation- In this stage, both the teacher and learner are trained on how to implement the project. Stage 5 Evaluation- In this stage, both the learning processes and materials are evaluated to determine it's effectiveness. This stage could determine whether or not adjustments need to be made. (Amanda Workman) || Both models consider what is expected to be mastered first, and then the lessons and activities are developed. (Amanda Workman) || Teacher(s) in elementary and secondary schools can develop meaningful lessons in a short amount of time with minimal support. (Amanda Workman) || It also uses the WHERETO framework as a method for planning learning experiences. (Jamie Hatfield) ||
 * < Unique Elements of ADDIE ||< **Similarities of Both Models** ||< **Unique Elements of UBD** ||
 * The Addie model utilizes five stagesfor implementation of the model.Analyze,Design, Develop, Implement,and Evaluate.(Brenda Marriott) || Both models utilize a methodical processof implementation that teachers can use as toolsto cause effective or real learning to occur in theclassroom.(Brenda Marriott) || The UBD model utilizes threestages for implementation of the model.Stage1-Desired Results,Stage2-Assessment EvidenceStage3-Learning Plan (Brenda Marriott) ||
 * Mostly used in military, industrial, or largegroup settings with a pre-determinedlevel of knowledge.(Brenda Marriott) || Both models require student involvement.(Brenda Marriott) || Mostly used in elementary and secondaryschools, and small group settings, withpeople who may or may not have the samelevel of knowledge.(Brenda Marriott) ||
 * It's unique acronym makes it easy foreducators to remember and apply the fivestages. The ADDIE model alsoappears more descriptive in addressingproblems of practice. (Belinda Whitaker) || Both models recognize the primary step ineffective instructional design is to gain a clearunderstanding of students' prior knowledge anddetermine behavioral objectives/learningoutcomes as a result. (Belinda Whitaker) || Unpacking standards includes the implementationof essential questions as a part of the analysisprocess to probe students' comprehension/priorknowledge. (Belinda Whitaker) ||
 * Lessons provide much great detail, formative and summative evaluation. (Brenda Stenson-Fuller) || Both determine the objective and desired results; develops structured lessons that lead the student to that mastery. (Brenda Stenson-Fuller) || “Backwards Design” lessons and activities are designed that lead the student to the end result. (Brenda Stenson-Fuller) ||
 * While the ADDIE model has five stages, there are also steps within each stage to consider.
 * The producers of a given learning product are not necessarily the teachers who will be using it for instruction. (Michelle Spies) || Both models teach towards "understanding" of the intended instruction. (Michelle Spies) || During a class period, different students may be working on completely different tasks. Students are encouraged to choose the questions or topics they wish to study as long as they are within the teacher's instruction. (Michelle Spies) ||
 * ADDIE helps narrow the gap between desired outcomes and actual outcomes by creating a blueprint to guide the creation of a project. (Kristie VanDeSteene) || Both models focus on the final outcome. They set a goal and create a plan to follow to be sure that the goal is met. (Kristie VanDeSteene) || UBD incorporates the WHERETO framework.
 * The ADDIE model can be implemented in education and business settings. The implementation does not have to follow state or local standards since it can be applied in the business world. This gives the ADDIE model more flexibility, but also could limit its effectiveness in some areas such as the use of collaboration among other teachers or business professionals. This model also does not have a frame work to keep the audience’s attention, to be organized, or to tailor the instruction. (David Curlette) || These two designs use feedback from the students to evaluate the effectiveness of the design and is used to make improvements on the design. They both also use formative and summative assessments to evaluate the learning objectives of the students through relating the material to real world examples. (David Curlette) || Understanding by Design teaches the understanding of the curriculum standards by limiting the number of standards if necessary to obtain authentic intellectual work that involves original applications of knowledge and skills. It also emphasizes “team” collaboration between teachers to access the design strategy and how to improve the design through the means of data collection of summative and formative assessments, observing students, essential questions, and questioning the students for high order thinking skills. (David Curlette) ||
 * The ADDIE model has an emphasis on the tools and/or technology that will be used in the course, details that are not included in the Understanding by Design model. (Stacy Anderson) || Both design models feature ongoing, regular evaluation to fine-tune the program, curriculum, or instruction. (Stacy Anderson) || The Understanding by Design model takes a big-picture approach; it's more theoretical than the ADDIE model and emphasizes learning for long-term understanding and transfer of knowledge to other subjects. (Stacy Anderson) ||
 * ADDIE places more of a focus on instruction as a cycle that you're constantly going through and evaluating and revising. ADDIE's Evaluation step flows naturally back into its Analysis step. (Emily Mitchell) || Both models provide structure to help teachers focus on determining outcomes and achieving them. (Emily Mitchell) || Emphasizes opportunities for students to "explain, interpret, apply, shift perspective, empathize, and self-assess" (McTighe, n.d.), all of which are supposed to help students demonstrate what they've learned. (Emily Mitchell). ||
 * ADDIE is more detailed. In the Analyze stage many questions need to be answered before moving on. overall this could make the following stages easier to plan. ADDIE also addresses possible problems in each phase. (Tim Reed) || Both models have steps that include learning targets, instruction and practice, and both require evaluation of student progress. (Tim Reed) || Backward designs starts with the assessments and works backward to plan the learning targets and instruction.More structure in each stage (Tim Reed) ||
 * ADDIE provides more evidence of assessments and evaluation in order to help give students important feedback. The key word hers is "evaluate". Once a student is evaluated, the teacher can see what is else is needed or no longer needed to teach them. (Janelle McIntosh) || Both ADDIE and UBD focuses on student success. The three key words are action, achieve, and apply. The 2 models insures that the students are learning, successfully. (Janelle McIntosh) || UBD concentrates more on how to use the product. The key word here is "explore". For example, valuable steps must be taken to teach the students how to use a website. Allowing students to explore, organize, connect, process, and apply. (Janelle McIntosh) ||
 * ADDIE involves A LOT of detailed planning and has many stages.
 * The ADDIE model consists of five definable steps that are easy to follow--step-by-step. The ADDIE model of lesson development seems to place more of an emphasis on the use of technology than the UbD model. (Nadia Kahla) || ADDIE and UbD are both desired outcome-oriented, place an emphasis on assessments and modifications to the design following assessments, and encourage the use of technology to engage the learner. Both require a great deal of learner involvement in the learning process. Both implement the use of teamwork and collaboration in the lesson development. (Nadia Kahla) || UbD implements a "backward planning" process similar to that used in the military decision making process. This process starts with the desired outcome as the lesson is developed. UbD seems to be a more intricate process. (Nadia Kahla) ||
 * With the ADDIE model lessons are usually developed by teams and then implemented by a facilitator or instructor. So we keep in mind that here we are talking about large groups of learners typically not in a school setting. (John Burnett) || Evidence of mastery is looked at during the planning phase and then structured lessons lead the student to that mastery. (John Burnett) || Unlike the ADDIE the UBD tends to have lessons that are designed and implemented by the instructor. This gives rise to the reasons we see this method used in K12 schooling where groups tend to have similar knowledge. (John Burnett) ||
 * ADDIE entails the idea that, designing instructional material or strategies will need to follow several steps in order to achieve higher order cognition as well as its intended outcomes. The steps are (A) analysis, (D) design, (D) development, (I) implementation, and (E) evaluation. (Tammie Nixon) || Both models process broadly consists of determining the current situation and identified needs of the learner, defining the end goal, and creating some "intervention" to assist in the transition and conducting some sort of measurement and learning evaluation. (Tammie Nixon) || Understanding by Design offers a three-stage "backward planning" curriculum design process anchored by a unit design template, a set of design standards with attendant rubrics and a comprehensive training package to help teachers design, edit, critique, peer- review, share, and improve their lessons and assessments. (Tammie Nixon) ||
 * The ADDIE model focuses on being systematic and specific. Whereas the UBD model focuses more on the bigger picture and less on the specifics. (Nicole Janower-Goldman) || Both models involve a process that is never completed. They both require planning, implementation, and evaluation which requires going back to modify the original plan so it can be even more successful. The new plan is implemented, evaluated and revamped again. They are both concerned with student learning, which makes the process on-going. (Nicole Janower-Goldman) || The UBD model focuses on using authentic pedagogy and assessments in order to increase achievement for both low and high-achieving students. (Nicole Janower-Goldman) ||
 * ADDIE places an emphasis on the organization throughout the design and evluation process. It focuses on 3 different types of analyzing needs, outcomes, and instructinal tasks. At the end of the design process, ADDIE also emphasizes evaluation in the form of formative and summative assessments, acheivement, etc. It seems to be the more detailed of the two models.(Jamie Hatfield) || Both models overlap when it comes to the planning of instruction. The models are concerned with the learning goals of the student and how they apply to state standards. Both models are also geared more towards the K-12 learner. Lastly, both models are similar in beginning the process with focusing on the needs of the learner or what you would like the students to learn. (Jamie Hatfield) || UBD model seems to focus more on the learning experience and how the learner will apply the newly acquired information to the "big picture". UBD also places more emphasis on collecting evidence to show that the learner has met the outcomes/learning experiences of the project.
 * The ADDIE model focuses on a needs assessment to determine exactly what needs to be done in order to close the achievement gap. This model can be applied to a variety of settings including business and education. One of the assumptions of ADDIE is that there will be achievement gaps that need to be addressed. (Jason Johnston) || The ADDIE model and UBD both focus on outcomes as the basis for instructional planning. Further, both models use formative and summative assessment to monitor progress and revise planning. Finally, both models rely heavily on data analysis to monitor effectiveness. (Jason Johnston) || Understanding By Design is really intended for an educational setting. UBD uses curriculum and content standards to determine what students will know or be able to do after instruction. (Jason Johnston) ||
 * ADDIE has a more compartmentalized approach to instructional design. The specificity of the ADDIE approach can aid in identifying weaknesses or strengths of the elements involved in implementing the instructional design, (Terri Davis) || Both models focus on the desired outcome of instruction. They define the problem or the gap, identify what the absence of the problem would look like in conjunction with successful behaviors. They both have evaluative functions where feedback is emphasized. (Terri Davis) || UBD combines the analysis, design and implementation into a more synthesized approach. UBD appears to p[lace emphasis on the accepted methods of feedback before establishing the learning focus of the instructional design. (Terri Davis) ||
 * ADDIE uses both formative and summative evaluations. The process occurs throughout all phases. (Khaali Terrell) || Transfer of knowledge is looked at when evaluating students. (Khaali Terrell) || UBD lets students evaluate their own work and thinking. (Khaali Terrell) ||
 * With ADDIE there is a separate step for designing the project and developing the project. (Khaali Terrell) || Both models have evaluation of student knowledge and best teaching practices throughout design process. (Khaali Terrell) || The UBD model combines the steps for designing the blueprint and developing the instruction into one step. (Khhali Terrell) ||
 * The ADDIE instructional design || Both methods are effective in helping learners to learn and achieve mastery || UBD is what the learner should "know and be able to do" (Linda Collins) ||
 * model provides a step-by-step process in planning and creating instruction materials (Linda Collins) || of the subject (Linda Collins) ||  ||