The Addie Model and my Paradigm
As I was researching the instructional design model, one piece of it very much related to my views on conducting content in my classroom. The way the Addie Model has teachers evaluate students' understanding throughout the stages of implementation relates well to the instruction in my classroom. I am a data driven instructor (primarily in math and reading) and I use this constant feedback to adjust what I will be doing in that moment or the next day. In reading, I take anecdotal notes when meeting with groups of students or students one-on-one to have a running record of what skills students are strong at and which ones they are continuing to struggle with. To make sure that all students reach my intended learning target, I can use this data to pull small strategy groups to continue to work on an area of opportunity that the other students have mastered.
A similar process happens in math, but more often. Check-ins and exit slips are used consistently to help guide my instruction for the next day. Students are grouped based on skill needs, and these groups change fluidly based on the feedback I receive. Even with these various student groupings, we are all still working towards the identified learning target. In addition to this formative assessment, I do practice the use of summative assessments at the end of units, just like the Addie Model.
A similar process happens in math, but more often. Check-ins and exit slips are used consistently to help guide my instruction for the next day. Students are grouped based on skill needs, and these groups change fluidly based on the feedback I receive. Even with these various student groupings, we are all still working towards the identified learning target. In addition to this formative assessment, I do practice the use of summative assessments at the end of units, just like the Addie Model.