ADDIE Model in designing a Math concept

The most effective instructional interaction is a well thought out question.

- M. David Merrill

Abstract

The dynamic shift in the academic world towards learner-centric and is the trend of the 21st century. The process of developing or designing instructional materials though challenging for instructors/ teachers; however, it meets the need of the learners and drives their understanding in a better way, is a common belief. Currently, there are more designing technologies employed with well-defined learning outcomes and measurable. This paper unfolds the ADDIE framework to develop an activity of mathematical concept volume and surface area.

It is structured with consecutive systematic activities, in turn, to address the problems in line with learning resources concerning meeting the need of the learners as well as managing their characteristics.

Keywords: Analyze, Learning outcomes, design, development, instructional

Introduction

In the teaching-learning, process instructional materials uphold the students to engage in the acquisition of knowledge. The instructional materials may be either concrete or not but aims to support teaching and learning. Teachers may find multiple ways to engage with students. The best fit for this generation of learners demands effective materials. The nature of the ADDIE model is systematic and sequential, from the first phase of analysis to evaluation.

1) Analysis phase

To identify and understand the current scenario, analyzing phase is a key to the whole process. A complete picture of the context helps identify learning goals and objectives. Furthermore, it senses the audience pulse from known to unknown. To perform a rational analysis, one may ask a few questions – who, what, why, where, when, and how? In this particular phase creating content that is more relevant and effective is possible.

Stages of Analyze (Shown in the figure)

Analysis Process

Step 1- Identifies the context

• Objectives: The students will be able to differentiate the differences between two dimensional and three-dimensional figures. The students will be able to understand the volume and Surface area for cylinders, cube, cuboid and spheres and apply in problem solving.

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• Materials : Computer, Whiteboards, origami papers, Thread

• Learning environment: Hybrid classroom

Step 2 The need for assessment

• Prior knowledge: To calculate the area and perimeter and the ability to solve equations of basic operations.

• Formative and summative

Step 3 - Tasks

Puzzle, Gamification, problem-solving, hands-on experience

Step 4- Focused Audience

The student focus group is age 14.

2) The Design Phase

This phase follows the analysis phase. The planned activities should fit within the boundary of the learning outcomes. The phase design helps to make sense of the information from the phase analysis and transact learning. On the ground of the analyzed data, we may build on the structure splitting into modules and regulate activities to support reinforcement and assessment. The time also matters here according to the concentration span of the learner. The outline of the planned activities are listed below:

• Tangrams- Prior Knowledge

Learning itself is an outcome of any activity. With that line, there are various mathematical games, puzzles, brainstorming. Tangram is such one to assist in geometrical aspects and developing the concept further. It creates spatial skill and awareness among students. The prior knowledge has to be diagnosed by tangram activity so that students will be able to find area and perimeter. Students will apply their knowledge of arithmetic, algebra and geometry within given activities.

Skills: Spatial and visualization skills, problem solving

• Anchor Nets – Understand the Surface area

The net forms usually help in understanding the difference and the connection between two-dimensional and three-dimensional. The sum of these areas becomes the surface areas. This activity will give hands-on experience in modelling the shapes and visualizing the form from two to three dimensional.

Skills: Visual and logical reasoning

• Treasure Hunt

Team collaboration is more effective in the games like treasure hunt. Here I have named as "Archirate Timeline" however students will able to connect architecture of dimensional buildings. The game includes formulas for volume and surface area to apply in simple problem solving.

Skills: Problem solving and collaboration.

• Escape room- Formative assessment

Gamification is a powerful tool that engage students in active learning. Escape room game module have more level to select, characters, destination and so on which creates an enthusiasm among students with no doubt. The demand of learning as an outcome is assured. Here through this game students will be able to reinforce their understanding in problem solving and few questions with higher order thinking.

Skills: Creative thinking, Critical thinking, time management

• Presentation on "Exploring dimensions" and create a Hologram projector- Summative assessment

The class should have an extended learning of dimensions for exploration gives hands-on experience to visualize the effects in addition. The debatable question would be "Universe of ten dimensions is it possible"? with their presentation and interlink with science concepts like big bang and the timeline of universe, etc.

Skills: Communication, thinking

3) Development

Developing the content for the class will be the third phase in the ADDIE Model. Students learn in the process of teaching. More emphasis is given to addressing the multiple learning styles with the time frame. The following will remain as a prototype of the activity and creating the content using infographics, games, etc.

Tangram Activity (Click to view the activity)

• Anchor Nets – Understand the Surface area

• Treasure Hunt

Through this activity students will come across many learnings on architecture which becomes an interdisciplinary. The skill developed through this activity is collaboration, communication and thinking skills.

• Escape room ( Click to view)

The understanding and the learning outcomes are assessed using gamification. Escape room is a popular that creates curiosity to go level after level to unlock the code. In the game each destination is given by a shape name in echoing the shapes with the formulas. This ensures a different kind of experience among math learners.

Hologram Projector

Hologram projector is a project that the students are expected to explore with the minimal resources available.

4) Implementation

The phase implementation is a direct takeaway to the classroom environments. The planning, designing, developing resultants are visible in this setup. The feedback before implementing at least with few would help in improvisation.

5) Evaluation

The process of evaluation is as important as designing or developing. The feedback of the entire lesson have to be evaluated in the parameters of strength and weakness through assessments. The development of the lessons lies on evaluation phase and it is an ongoing process. The way students react to a particular lesson becomes an adhere by product. The behavior in the class can be taken into consideration in the process of evaluation. The level of content was it too overloading and less competent. Keeping all the above statements and question we may evaluate the effectiveness of the lesson.

Conclusion

The reflective earning is crucial as a learner. ADDIE model is an effective device in terms of planning and keeping focused to the learning outcomes. The first phase analyzing is an exposure with few questions to address the need of the audience. Most of the times the transfer of knowledge takes place according to the individuals potential. However the learner is the centric in this model. The flexibility of the model is a highlight as instructors most will agree. The evaluation leads to analysis again and modification is possible of its cyclic nature. The challenges is time consuming in activities in the development phase but will worth it and can be improved while brainstorming ideas.

References

Analysis – ADDIE explained. (2017, December 10). Pressbooks @Granite State College – Openly licensed texts authored and adapted by GSC faculty and staff. https://granite.pressbooks.pub/addie-explained/chapter/analysis/

Getting to know ADDIE: Part 5 - Evaluation - eLearning industry. (2021, May 12). eLearning Industry. https://elearningindustry.com/getting-know-addie-evaluation

Leo A. Mamolo | Shuyan Wang (Reviewing editor) (2019) Development of digital interactive math comics (DIMaC) for senior high school students in general mathematics, Cogent Education, 6:1, DOI: 10.1080/2331186X.2019.1689639

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