"ID Model for Sunday School Teachers"
(click image for enlargement)
(click image for enlargement)
Proposed conceptual framework based on Andrews and Goodson (1980) theory.
1. Type of Orientation: Prescriptive or Descriptive
My model orientation would be Prescriptive, because it is intended to "outline how a learning environment can be altered or constructed in order to affect the variables of interest in a certain way or bring about the desired outcome" (Edmonds et al.). My model would be to help the SST through some steps that is detailed to guide them reach the goals. Phase I model prescribes SST to build libraries (or database) of teaching related materials/ resources. Phase II model is a modification of Gerlach and Ely model (1980) -which is also Prescriptive-, because it prescribes SST in building instruction, with emphasis on the Development part (five simultaneous activities).
2. Type of Knowledge: Procedural or Declarative
The type of task my model is intended to support would be how to reach a goal or Procedural. My model is to help SST reach the goal by prescribing them to follow some procedure. Phase I is to help SST organizing teaching resources, such as collection of songs, clip-arts, games activities, videos, PowerPoint templates, etc. This phase is mainly to help them in classroom resources organization, since it's the basic problem that underline the motivational problem and affected their performance. Phase II is also procedural, because it requires SST to follow some course of actions in building instruction. Phase II follows Phase I, means: to be successfully implementing Phase II, Phase I should be started first. The key in Phase II is to help SST save more time in preparing (design/developing) teaching instructions, because the most activities that consume time (i.e, searching for resources) has been organized, handled, or managed in Phase I. The five simultaneous activities in Phase II model (determining strategy to selection of resource) is the part where teacher can save more time, because they have the option to do this steps asynchronously (means, they don't need to come to come to church to search for resources that usually being kept in church's cabinet, since if Phase I succeed, they will have access to search/ extract the resources digitally).
3. Required Expertise: Novice, Intermediate or Expert
I would say my model does not require a high level of expertise. In other word, I hope my model (both Phase I and Phase II) would be useful for Novice or inexperienced instructional designer. I realized I'm very rookie in this instructional design world, therefore, detailed and clear model would be helpful for me. That is how I want my model would be too.
4. Theoretical Origins: Hard Systems, Soft Systems or Intuition
Edmonds et al. defined the Novice/Soft-System-Based (from Figure 8 at Module 7) as an instructional design model that is meant for novice instructional designers who have knowledge and expertise in a specific context such as teachers. Since my model is to help SST that are novice in instructional design process, I think my model fits best in this category. Phase II is actually a modification of Gerlach and Ely's model (1980). There's an additional steps there:
1. Divide Responsibilities among Teachers
There will be at least two and up to four teachers for each class, and they usually divide responsibilities in searching-preparing teaching materials/aids. Even though this step tend to be perceived as part of Determination of Strategy, actually it is different, because Determination of Strategy refers more to the strategy to deliver the instruction in class, while Divide Responsibilities among Teachers refers more to strategy for teacher in preparing the teaching resources.
2. Implementation
Gerlach and Ely's model -1980- did not stated explicitly this steps, as Kuan-Chung Chen stated in the paper*; "the model is relatively weak for implementation. Though each step in the model provides some implications for implementation, it is better to specify it as a single stage", that's why I added this step)
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* Kuan Chung Chen (2004), “Classroom Instructional Development Model–The Gerlach and Ely Model”
http://siderali.myweb.uga.edu/EDIT6200/UPDATE%20Model%20Critique__KUAN_CHUNG_CHEN.pdf
