David Hooks

Part 1: Model Descriptions and Comparisons

Introduction
My comparison of the instructional design (ID) models offered on the module page will
look at Gagne's Nine Events and the Dick and Carey model. The reason I am not comparing
Gagne's model to ADDIE is because, according to Reiser and Dempsey (2012), "practically all
ID models contain the core elements of ADDIE" however "ADDIE is not a specific, fully
elaborated model in its own right, but rather a paradigm that refers to a family of models that
share a common underlying structure" (p. 9).
Descriptions
Before comparing the two models, let us first take a look at graphic depicting the Dick
and Carey ID model (Figure 1):

Figure 1: The Dick and Carey ID Model, (Dick, Carey, & Carey, 2005)

This linear ID model featured in Figure 1 features given events with the bolded lines and
conditional events in dotted lines. Likened in the programming world to ITTT (If This Then
That) script, the events the conditional events take place when data-driven decisions are made
from formative evaluations.

David Hooks

Gagne's Nine Events offer another linear ID model, depicted in the table, Figure 2:
Event #
1
2
3
4
5
6
7
8
9

Gagne's Nine Events of Instruction

Gaining attention
Informing the learner of the objective
Stimulating recall of prior learning
Presenting the stimulus
Providing learning guidance
Eliciting performance
Providing feedback
Assessing performance
Enhancing retention and transfer

Figure 2: Gagne's Nine Events (Gagne & Merrill, 1990)

1. Gaining attention - Using an attention grabber
2. Informing the learner of the objective - Communicating the target goals or purposes of

instruction
3. Stimulating recall of prior learning - Activating schema
4. Presenting the stimulus - implementing presentation and generative strategies associated

with new material

5. Providing learner guidance- Guided practice
6. Eliciting performance - Independent practice (formative assessment)
7. Providing feedback - communicating to learner strengths and weakness in their grasp of

the content
8. Assessing performance - Evaluation (summative assessment)
9. Enhancing retention and transfer - opportunity for learner to apply new knowledge

Comparison
Learning is facilitated when the approach to ID is systematic (Thompson, Hargrove, &
Simonson, 1996). In order to qualitatively compare both ID models, components of successful

David Hooks

learning systems will be used as an overlay. The components include learners, content, method,
materials, environment, (Dick, Carey, & Carey, 2009) and evaluation (Smaldino, Lowther, &
Russell, 2007).
Component
Learners - Does model
consider learner
characteristics

Dick and Carey ID Model

Includes a learner analysis

Content- Is the content

objective-based?

The entire development and

design portions of this model
are dependent upon first
writing the performance
objectives
The model is systematic,
balanced, logical, and datadriven according to the results
of the formative evaluation
Materials are developed and/or
chosen depending on the
initial analyses, objectives,
assessment instruments, and
instructional strategies decided
upon
Covered in the instructional
and the contextual analysis

Method - Is the model

systematic and balanced?

Materials - How are

materials chosen?

Environment (including
Technology) - Is the
learning environment,
including technology
used, analyzed?

Evaluation - Are there

assessments to evaluate
instruction (formative)?
Are there assessments to
measure mastery of
objectives (summative)?
Reaction

Both formative and summative

evaluations are conducted

Gagne's Nine Events

Though a learner analysis is not
conducted, knowing the
students interests can help
guide the selection of an
effective attention grabber.
The learning objective is
communicated to the learner
and/or modeled

The model is systematic,

balanced, logical

Materials are chosen based on

knowledge of the learner, the
learner's prior knowledge, and
how to best offer guided
practice and feedback.
No direct attention is applied
towards analyzing the
environment, nor the
technology utilized. It is likely
that technology is leveraged to
gain attention at the beginning
of instructional segments quite
a bit.
Events 6 and 7 covers the
guided practice and providing
feedback (formative
assessment) and event 8 serves
as the summative assessment.

David Hooks

I feel as though I am comparing an apple to an orange. Both models features strengths,

but I perceive the Dick and Carey model to be a comprehensive approach to instructional design
while Gagne's Nine Events seem to be more of a prescribed set of events geared towards
"attention, encoding, and retrieval" (Driscoll, 2012) over the course and in the context of
instruction. Components of successful learning systems are more implicitly and explicitly
addressed in Gagne's Nine Events and seems more suitable as a lesson plan outline, rather than
an in depth approach to planning units, modules, and topics for distance education. For that
reason, I would prefer the Dick and Carey ID model when planning distance learning
opportunities.
Part 2: Workshop
5th Grade Science (I will have to start teaching this in a blended setting soon)
a.

Physical Science
i.

ii.

Physical Properties of Matter

1.

Mass

2.

Magnetism

3.

Physical State

4.

Relative Density

5.

Solubility

6.

Conductivity

Properties of Water
1.

Melting Point

2.

Freezing Point

3.

Boiling Point

David Hooks
iii.

iv.

v.

vi.

Mixtures
1.

Defining Mixtures

2.

Separating Mixtures

Solutions
1.

Defining Solutions

2.

Separating Solutions

Uses of Energy
1.

Mechanical Energy

2.

Electrical Energy

3.

Light Energy

4.

Thermal Energy

5.

Sound Energy

6.

Energy Transformations

Circuits and Electricity

1.

vii.

viii.

Building Circuits

Light
1.

How does it travel?

2.

Reflection

3.

Refraction

Experimenting with Forces

1.

Review experimental design

2.

Basic example experiments with force

3.

Designing experiments with force

David Hooks
b.

Earth Science

c.

Life Science
Part 3: Instructional Strategies

a.

Build a lightbulb at home and test if filament length (graphite for mechanical pencils)
affects brightness. Submit a lab report.

b.

Record a podcast in which students interview a subject matter expert (SME) about a
current news article in Popular Science magazine.

c.

create a tutorial, using a tool of choice, on how to write a program on Scratch that
illustrates a food chain or an underwater ecosystem

d.

create an e-book with widgets that explains and visually depicts the 5 forms of energy
from the acronym MELTS

e.

design an experiment that tests the effects of friction and submit a slideshow depicting
each step of the experiment

f.

videoconference with a scientist from university of choice to discuss the speed of light
and how it behaves. Submit screencast via YouTube link.

g.

making a stop-animation movie using the Lego Movie Maker app demonstrating
knowledge of how electricity flows.