ISD Model--Perfection or In Serious Need of Reflection?

In my opinion, the ISD process is one of the strongest and most exciting pieces of ITD. So much thought and research has been put into a process that adds so much to the field. To be able to document and analyse each step of the process allows everyone to isolate weaknesses and constantly improve the process. I love that it is a well thought out process that allows anyone to stop and improve anything--be it understanding in the classroom or training on the job. One of the most exciting pieces is the assessment part. I think it is great that so much research and advances are being made in this field. We aren't waiting until the end of an objective to evaluate understanding--it is being done continuously to stop and reteach/refocus before the student is completely lost. Plus, it is being used to not only refocus the student but being used to improve materials and lesson plans. The process helps to stop it from being a personal failure and shifts the focus on the process. Which empowers others to look for areas to change instead of feeling threatened.

The weaknesses I see with the system come more from neglecting a section or becoming so institutionalized by the process that focus becomes concentrated on the process and not the goal of the process.

For example, from the beginning of the process team members focus on what they perceive the needs of the clients instead of what the actual needs and desires of the clients really are. Take education, the focus is no longer on the needs of the learner to master real world skills but has instead moved to mastering route skills in a prescribed method to pass a multiple choice quiz. Yeah! A school has made AYP in math and the teachers have earned $1,500 (yes--I know, believe me I know that amount is not guaranteed). However, the student does not know how to balance a check book because he doesn't understand when you need to be able to subtract or add a number.

The other weakness--a complete devotion to the system. Team members cannot see when a step is not needed or when it is becoming a complete monster of the system. I have seen it happen several times with the data collect and analyzing of data. Data is collected everyday and is interpreted and reinterpreted. Assumptions are made and changes are instituted. But, sometimes not enough time is given or data is skewed to allow certain changes to be forced. For instance, a teacher gives a county wide assessment test on fractions. The students do poorly on the test. The data is looked at by the county administration. They make the decision that the teacher has not sufficiently taught the information on fractions. Is that the truth or could it be that the students do not have strong addition/subtraction skills and therefore cannot add/subtract the fractions. They understand the concept but do not possess the skills to complete the objectives.

In my classroom, the assessment piece was one of my strongest areas. I looked at data not only to see how to teach the students to find areas of improvement, but also to establish patterns in my teaching styles and lessons. I felt very empowered and spent time on self reflection because of this part of ADDIE. I also have started to learn how to spend more time looking at the analysis phase. The task analysis is an area I want to re-visit in my teaching philosophy. In the beginning, I really broke down tasks for my students in a step-by-step process. However, since I deal with technology in my classroom, I allowed the advance skills of my students to overpower this part of my teaching style. I began to assume they knew the basics and did not even question their level. I started teaching a lesson as a whole--instead of stopping after introducing a new skill and letting the student "play and explore" this skill before going on to the next step. I have instinctly used so much of the ADDIE process in my class. But the skills/lessons I have learned in the past few weeks has rejuvenated my desire to always seek constant improvement.