Pebble-in-the-Pond

 

Introduction

Teaching a group of 20-30 kids can be unpredictable as everyone learns differently. This is where Instructional Design models help as it gives a basic model that helps us create an eco-system which covers most learner styles. And then it is up to our ingenuity to take care of the outliers or day to day eruptions.

My Chosen Model

The model I related most to is Pebble-in-the-Pond by (Merrill, 2013). Frankly I related to it for it did not overwhelm me. It articulates six design phases, 

(1) Design a problem, 

(2) design a progression of problems, 

(3) design instruction for component skills, 

(4) design instructional strategy enhancements, 

(5) finalize the instructional design and 

(6) design assessment and evaluation (Brown, 2016).

The steps are few and they are not micro detailed. Hence it leaves me, as a teacher, room to maneuver or individualize the instruction model to the present moment instead of being lost in ensuring the steps are covered fully.  I am not sure if this is for everyone for, I believe that each of us chooses an instruction model based on a combination of what we are comfortable with and what works for the present situation that we are in. Having experienced teaching for many years, I need now something that gives me a skeleton, yet space to individualize it to my way of designing instruction.

I have not utilized any models when teaching.

I feel now that teacher must be exposed to instruction models as so much of work that we do to create an original one can be reduced. 

All good teachers are Instruction Designers, designers of a learning environment that enhances learning in the kids (Kurt, 2017). 

This is what I believe in.

Classroom Examples

Moving forward, if I were to teach using this model, I will do it in this way (as an example):

(1)    Design a problem

I want to teach Fraction addition with different denominators. This is a tough topic as I have experienced, hence I will break it into components.

(2)    Design a progression of problems

The components I have are (a) recall meaning of fractions, (b) recall adding fractions with same denominators, (c) recall LCM of two or more numbers and finally (d) learn adding fractions with different denominators.

(3)    Design instruction for component skills

For components (a), (b) and (c) I will hand out ready material and divide the class into think-pair-share (Edugains, 2010) mode. This will ensure that the kids can learn and practice with each other. During this time, I will walk around and observe. I will help only where it is needed most.

For component (d), I will teach using pictures drawn on the board to show how denominators are changed to same from different using division of shapes. I will then connect it to finding LCM of denominators and formalize the algorithm.

(4)    Design instructional strategy enhancements

The kids may not understand fully component (d). Hence, after teaching, I will solve problems and then send them back into think-pair-share mode to discuss what they have understood and clarify the doubts. I will wind up with a set of problems to be done over the next few days in class and at home.

(5)    Finalize the instructional design

To give the kids space to express their feelings in this topic, I will give a journal entry exercise where they can write on ‘what have I learnt and how can this be used in life?’ and ‘how did I feel today in class’?

(6)    Design assessment and evaluation

Once the kids are confident, I will give a set of numerical problems to be solved that will be done individually. Then I will also give a real-life based problem that they can do in groups. This will ensure independence as well as scaffolding.

Conclusion

I like pebble in the pond model as it gives me a loosely held structure to play around with. Within that there is ample space to bring in multiple strategies that I find comfort in and also see that the kids love them.

 

References

●       Brown, A. H. & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice. Retrieved from https://ikhsanaira.files.wordpress.com/2016/05/the-essential-of-instructional-design.pdf

●       EduGains (2010). Student success: Differentiated instruction educator’s guide. http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf

●        Kurt, S. (2017, October 7). Definitions of instructional design. Educational Technology. Retrieved February 11, 2022, from https://educationaltechnology.net/definitions-instructional-design

●        Merrill, D. M. (2013). First principles of instruction: Identifying and designing effective, efficient, and engaging instruction. San Francisco: Wiley.