Instructional Design Models

Why This Matters

Instructional design models are the backbone of how effective teaching gets planned, delivered, and evaluated—and you're being tested on understanding why each model works, not just what it contains. These frameworks draw directly from cognitive psychology, motivation theory, and learning science, so expect exam questions that ask you to connect a model's structure to underlying principles like cognitive load, transfer of learning, intrinsic motivation, and constructivist scaffolding.

Don't just memorize acronyms and phase names. Know what problem each model solves: Is it about sequencing instruction? Motivating learners? Evaluating outcomes? Aligning objectives? When you can identify the core purpose of each model, you'll nail both multiple-choice comparisons and FRQ applications asking you to recommend or critique an instructional approach.

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Systematic Process Models

These models provide step-by-step frameworks for designing instruction from start to finish. They treat instructional design as an engineering problem—systematic, sequential, and iterative.

ADDIE Model

• Five phases (Analysis, Design, Development, Implementation, Evaluation)—the most widely used framework in corporate and educational settings
• Iterative feedback loops allow designers to revise at any stage based on formative evaluation data
• Alignment principle ensures learning objectives, assessments, and activities work together coherently

Dick and Carey Systems Approach Model

• Systems thinking—treats instruction as interconnected components where changing one element affects all others
• Detailed front-end analysis of learner characteristics, context, and instructional goals before any content development
• Continuous revision cycle built into the model, emphasizing that design is never truly "finished"

Kemp Design Model

• Non-linear flexibility—unlike ADDIE, designers can enter at any point and move between elements freely
• Nine interdependent elements including learner characteristics, task analysis, and support services
• Holistic integration of goals, content, and assessment allows adaptation to complex, changing learning environments

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Cognitive Sequencing Models

These models focus on how to structure and sequence instruction to optimize cognitive processing. They're grounded in information processing theory and attention research.

Gagné's Nine Events of Instruction

• Nine sequential steps mirror how the brain processes and stores information: gain attention → inform objectives → stimulate recall → present content → provide guidance → elicit performance → give feedback → assess → enhance transfer
• Cognitive load management—each event prepares the learner's working memory for the next stage
• Built-in activation of prior knowledge (Event 3) directly applies schema theory to instructional practice

Bloom's Taxonomy

• Hierarchical cognitive levels—Remember, Understand, Apply, Analyze, Evaluate, Create (revised version)
• Objective-writing tool that helps educators specify exactly what cognitive skill students should demonstrate
• Higher-order thinking emphasis pushes instruction beyond recall toward critical thinking and synthesis

Backward Design

• Starts with outcomes—identify what students should know/do before planning activities or content
• Three-stage process: desired results → acceptable evidence → learning plan
• Understanding-focused rather than coverage-focused; prioritizes transfer and application over memorization

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Motivation-Centered Models

These models prioritize learner engagement and psychological investment. They draw from self-determination theory, expectancy-value theory, and behavioral reinforcement principles.

Keller's ARCS Model of Motivational Design

• Four motivation components: Attention, Relevance, Confidence, Satisfaction—each requires specific design strategies
• Attention strategies include perceptual arousal (novelty), inquiry arousal (curiosity), and variability
• Confidence-building connects directly to Bandura's self-efficacy theory—learners need achievable challenges and clear expectations

Merrill's First Principles of Instruction

• Problem-centered learning—instruction should engage learners in solving real-world, authentic problems
• Activation principle requires connecting new content to learners' existing knowledge structures
• Four-phase cycle: activation → demonstration → application → integration into real contexts

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Evaluation and Iteration Models

These models emphasize continuous improvement through feedback and assessment. They reflect the principle that instructional effectiveness must be measured, not assumed.

Kirkpatrick's Four-Level Training Evaluation Model

• Four ascending levels: Reaction (Did they like it?) → Learning (Did they learn it?) → Behavior (Do they use it?) → Results (Did it impact outcomes?)
• Level 3 and 4 gaps are common—many programs evaluate satisfaction but fail to measure real-world transfer or organizational impact
• ROI connection—Level 4 results data justifies training investments to stakeholders

SAM (Successive Approximation Model)

• Agile, iterative development—rapid prototyping replaces lengthy upfront planning
• Three phases: Preparation, Iterative Design, Iterative Development—each with multiple review cycles
• Stakeholder collaboration throughout prevents the "big reveal" failures common in traditional models

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Quick Reference Table

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Self-Check Questions

1. Which two models both emphasize starting with clear learning outcomes but differ in whether they follow a linear or flexible process? What's the key distinction?

2. A corporate trainer wants to measure whether employees actually apply new skills on the job, not just whether they enjoyed the training. Which model provides the framework for this, and which specific level addresses job performance?

3. Compare Gagné's Nine Events and Bloom's Taxonomy: How does each one help an educator, and when would you use one versus the other?

4. An FRQ describes a learner who understands the content but lacks motivation to engage. Which model specifically addresses this problem, and what are its four components?

5. A design team keeps revising their course after launch because initial planning missed key learner needs. Which model would have helped them catch these issues earlier, and what makes it different from traditional approaches like ADDIE?