Dick, Carey, and Carey Model


The Dick, Carey and Carey model is based on the ADDIE model of design and requires many of the same criteria. In both, the instructor needs to have objectives, assessments summative and formative, and an evaluation. Unlike the ADDIE model, the Dick and Carey model is created in a way that the instructor can design lessons around their students or “target audiences” needs. Dick and Carey's Instructional Design model can be tailored to individual students.
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ADDIE is an instructional design model composed of five parts: Analysis, Design, Development, Implementation, and Evaluation. Most instructional design models, including Dick and Carey are based on ADDIE and often include similar parts. One criticism I see with ADDIE is that it is more of a rigid ‘one size fits most’ model. The ADDIE model requires students to fit its generic model instead of meeting individual student needs. For a video description of every part of the ADDIE model, select this link .

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Bloom's Taxonomy

There are six levels of Blooms Taxonomy, in which every higher level of cognitive requirement become more rigorous. The lowest level is simple recall and the highest level requires evaluation of concepts/ideas. Blooms revised taxonomy has 'create' as the highest level of rigor. In the field of education, Bloom’s taxonomy is often portrayed as a wheel because although evaluate is categorized as a higher level, at times lower levels are better suited to a given situation. (Palloff & Pratt, 2009).

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Plickers How to
This video covers: materials, navigate, create questions, add classes, sync, and utilizing Plickers as an effective formative assessment in class.   Storyboard
     In ETEC 544, I learned about designing training/instructions and all the process and work that goes in to creating good training/instructions. Previously, I thought that designing was pretty straight forward, because I thought you simply create training based on what you want to train someone on. Now I know that there are multiple intricate steps that are required for training to be designed successfully. For example, I was not familiar with running a needs analysis, but running a needs assessment is very important. Without running a needs analysis, the designer does not know what is needed to be taught. By running a needs analysis, the designer will better design a lessons that will match the needs of a trainees or students. Other things are necessary as well, including developing materials, beta testing, and evaluation. Although there are more steps, I feel those are the most important things I took away from this class. 
       ETEC 544 will help me be a better teachers because it helped shape my mentality in regards to designing lessons. One thing that will help me tremendously is running a needs analysis. Although I already know the standards that students need to meet in my class, I am not familiar with what each class already knows. Giving students a pre-test is helpful, but running a needs analysis and discussing things with colleagues will be more useful. After taking this class I have started getting together with other history teachers and compiling a list of student needs per credit. When we determine their needs, I will give a pre-test and design the lesson according to the results. Something I will use in my class is the design document template. Although I create lessons according to something of a template, I like the template that is provided in the textbook. I like the template be cause it is clearly worded and it covers everything that needs to be covered in a good lesson.
    What I found most interesting and I think most useful in my profession is Plickers, which my team created a training for our project. I had never used Plickers before this class, but now I use it often. Plickers is incredibly useful as a formative assessment tool. Previously I had used hand signals, but some students would think it was childish. Since incorporating Plickers as a formative assessment, all kids have participated and eagerly. Having my entire class willingly take part in formative assessments as I teach allows me to re-teach misunderstood concepts and therefore ensure that my students understand the concepts I present. I will continue to use Plickers in my class, but I could also see Plickers used in a business setting for training purposes.

       The two biggest hurdles I faced while completing this assignment were making sure that I was turning in the correct thing and redoing my site. I am not sure if I was just mentally drained this quarter, or if I didn't understand how the assignments were set-up, but I was often confused as to exactly what I had to turn in. I overcame this obstacle by doing three things: re-reading instructions, asking my professor, and asking my classmates. I did not find re-reading to be as helpful as asking my professor or asking my classmates. The other big obstacle was having to re-do large parts of my website. I had a grand idea of what I wanted on my website and when I got down to finding the information and organizing information, I realized it was too much. I had to adjust my website accordingly. Prior to that I wanted to focus on Revolutions of the 20th century, but found that also to be chaotic. I overcame this obstacle by talking to my professor and colleagues about what was feasible. What also helped me was just doing it and not deliberating over how difficult it would be to start over.
     I have gain a lot of knowledge about Instructional design during this project. I am now more familiar with what it takes to create a product and all the steps that one needs to take in order to ensure that the final product is good. At first I did not spend much time talking to stakeholders, although I did ask some questions, I relied more on what I wanted out of the website. As the project progressed I realized that I needed more input from stakeholders. In the future I will seek out more stakeholder input prior to starting my website/product. I now realize how important it is to sketch out an idea of what you want to create, especially if it is a website. The amount of hours that I wasted creating something and then having to restart could have been used on making my site even better.

Forest, E. (2014, January 29). ADDIE Model: Instructional Design. Retrieved February 10, 2017, from

Palloff, R. M., & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty (First edition.). San Francisco: Jossey-Bass.