CURRICULUM DESIGN MODEL SYNTHESIS

CURRICULUM DESIGN MODEL SYNTHESIS

Lizeth Rentería

UbD & ADDIE

Understanding by D esign (UbD)

ADDIE model

ADDIE & 5E

UbD & 4A

ADDIE & 4A

UbD & 5E

5E model

Jane Vella's 4A Model

Changes in Thinking

New realizations!

5E & 4A

UbD and 5E

Both encourage active learning. UbD prioritizes students demonstrating understanding through performance tasks, and 5E uses hands-on activities to drive learning and conceptual understanding. They both value student engagement as central to instruction.

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ADDIE (Analysis, Design, Development, Implementation, Evaluation)

• Limitations: The linear structure may feel less flexible in dynamic classrooms. Originally developed for corporate/military training, it may require adjustments for young learners.
• Connection: ADDIE reminds me that analyzing learner profiles is essential in language teaching. For example, understanding learners’ proficiency, cultural background, and affective needs shapes the design of tasks. Its iterative nature also highlights that language instruction must be continually tested, revised, and improved.

• Focus: Systematic and iterative instructional design process.
• Key Elements: Linear but iterative; focuses on needs analysis, detailed design, resource creation, delivery, and ongoing evaluation.
• Unique Aspects: Highly structured, often used in corporate training or technology-heavy learning environments. Can be less flexible than other models.

Jane Vella's 4A Model (Assess, Appreciate, Act, Apply)

• Limitations: Less structured than ADDIE or UbD; requires teachers to be flexible and highly responsive to learner input.
• Connection: The 4A model resonates strongly with the teaching role because it emphasizes respecting learners’ voices and building on their cultural capital. For example, in a multilingual class, “Anchor” could mean connecting new vocabulary to learners’ native languages, while “Away” challenges them to apply English outside of school, such as in community settings or digital communication.

• Focus: Learner-centered, empowering, and participatory learning, adult learning principles.
• Key Elements: Builds on learner's existing knowledge and experiences; focuses on creating relevance and actionable learning.
• Unique Aspects: Emphasizes dialogue, ownership, and community building in the classroom. May be challenging to implement in highly standardized environments.

5E and 4A

Both emphasize student engagement and collaboration. They both champion learning through experience.

Changes in Thinking

• ADDIE Isn't So Rigid After All. I initially saw ADDIE as very linear and inflexible. While it can be, the iterative nature of the model, especially with the constant evaluation loop, allows for adjustments based on feedback.
• UbD Is More Than Just Assessment. I used to think of UbD as primarily focused on designing assessments first. While that's a key component, I now understand that it's more about identifying enduring understandings and designing learning experiences that lead to those understandings. The assessment is evidence of that journey.
• The Power of Human Connection. Vella's 4A model really emphasized the importance of building relationships with learners. I underestimated this previously. It's not just about delivering content; it's about creating a supportive and engaging learning environment where students feel valued and heard.

Synthesized Understandings

UbD and ADDIE

Both emphasize clear learning objectives. Both also stress assessment as a means to guide instruction. UbD can be thought of as a front-end to ADDIE, helping to clearly define the "A" in ADDIE (Analysis). Both models highlight the importance of aligning assessment with learning objectives.

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Understanding by Design (UbD)

• Limitations: Can be perceived as rigid or time-consuming; teachers may struggle with shifting from activity-first to outcome-first thinking.
• Connection: UbD ensures that language objectives (e.g., communicative competence, cultural awareness) are not overlooked. It encourages me to design lessons where assessments directly measure language use in real contexts, not just grammar knowledge.

• Focus: Enduring understandings, essential questions, performance tasks as evidence of understanding.
• Key Elements: "Backward Design" – Identify desired results, determine acceptable evidence, plan learning experiences. Focuses on conceptual understanding.
• Unique Aspects: Prioritizes "uncoverage" of complex topics rather than simple information recall. Emphasizes authentic assessment.

New Realizations

• I can see myself using elements from all four models in my teaching. For example, I can use UbD to define my goals, then use ADDIE for planning a unit or course. The 5E model can be used for designing specific lessons and 4A principles can be integrated throughout.
• Being able to adapt my approach based on the learners and the context is critical. Mastering different models gives me the flexibility to choose the most effective approach for any given situation.
• Ultimately, what I really care about is helping my students develop a deep understanding of the material, not just memorizing facts. I can apply it in the real world.
• In conclusion, this exercise of comparing and contrasting these four instructional design models has given me more than just knowledge – it has helped me think critically about my teaching philosophy, what my priorities are, and what I want my students to get out of the courses I design. It is also important that a instructor is flexible and is able to change and adapt to the best model.

5E Model (Engage, Explore, Explain, Elaborate, Evaluate)

• Limitations: Requires time, resources, and teacher confidence; some learners may need additional scaffolding to succeed.
• Connection: The 5E model integrates well with communicative language teaching. For example, during Explore, learners can interact in pairs to solve a task, using language authentically. It also supports scaffolding: moving from prior knowledge to structured explanation and finally independent application, which mirrors the process of language acquisition.

• Focus: Inquiry-based learning, active student engagement in science and other fields.
• Key Elements: Provides a structured sequence for student-led exploration and construction of knowledge.
• Unique Aspects: Strong emphasis on student discovery and collaboration. Might require more pre-planning to ensure students reach desired outcomes.

ADDIE and 4A

Both prioritize needs assessment. They both focus on practicality and application in the "real world."

ADDIE and 5E

Both models offer a sequence of steps. They both stress the importance of evaluation and revision. They offer structured lesson plans.

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UbD and 4A

Share a focus on learner relevance and application. They both believe in building on prior knowledge. The idea of understanding the "why" behind learning is emphasized in both models.

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