1.0 Introduction
Instructional design is the intentional process of planning, organizing, and delivering instruction to promote effective learning. It involves aligning learning objectives, teaching strategies, assessments, and learning activities to ensure that all students are supported and engaged. Good instructional design is evidence-based, inclusive, and adaptable to diverse learners.
2.0 Learning Objectives
By the end of this lesson, you should be able to:
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Define instructional design and explain its purpose in education.
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Apply the Backward Design model to lesson planning.
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Use Bloom’s Taxonomy to create measurable learning outcomes.
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Design differentiated lessons to meet the needs of diverse learners.
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Integrate technology effectively using the SAMR model.
3.0 What is Instructional Design?
Instructional design is the systematic process of creating instructional experiences that make the acquisition of knowledge and skills more effective and engaging.
3.1 Core Features of Effective Instructional Design
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Learner-centered and inclusive
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Based on clear, measurable objectives
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Aligned with assessments
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Incorporates feedback and reflection
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Integrates technology meaningfully
📘 Instructional design is not about following rigid formulas—it’s about making informed, intentional choices.
4.0 The Backward Design Model (Wiggins & McTighe)
Backward Design starts with the end in mind—what students should understand and be able to do—and works backward to plan instruction.
4.1 Three Stages of Backward Design
| Stage | Key Question | Examples |
|---|---|---|
| 1. Identify Desired Results | What should students know, understand, and do? | Understand causes of the French Revolution |
| 2. Determine Acceptable Evidence | How will you assess their learning? | Essay, project, quiz, presentation |
| 3. Plan Learning Experiences | What activities will help them learn the content? | Role-play, timeline construction, group discussion |
4.2 Benefits of Backward Design
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Promotes goal-oriented teaching
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Improves alignment between objectives, instruction, and assessment
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Encourages deeper understanding and transfer of knowledge
5.0 Bloom’s Revised Taxonomy (Anderson & Krathwohl)
Bloom’s Taxonomy helps educators develop learning objectives and assessments across a hierarchy of cognitive complexity.
5.1 Six Levels of Cognitive Skills
| Level | Cognitive Process | Example Verbs |
|---|---|---|
| Remember | Recall facts and concepts | list, define, identify |
| Understand | Explain ideas or concepts | summarize, classify, describe |
| Apply | Use information in new ways | demonstrate, solve, use |
| Analyze | Break into parts, infer | differentiate, examine, compare |
| Evaluate | Justify a decision or opinion | argue, support, critique |
| Create | Produce new or original work | design, develop, compose, formulate |
🧠 Tip: Use Bloom’s verbs when writing objectives: “Students will be able to evaluate…” or “design a solution…”
5.2 Application in the Classroom
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Formulate lesson objectives at various levels
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Develop assessments that go beyond recall
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Guide questioning and feedback
6.0 Differentiated Instruction
Differentiation is the process of adapting instruction to meet the varied needs, readiness levels, and learning preferences of students.
6.1 Key Elements of Differentiation
| Component | Description | Examples |
|---|---|---|
| Content | What students learn | Offer texts at different reading levels |
| Process | How students learn | Group activities, interactive simulations |
| Product | How students show what they know | Choice of presentation, report, or model |
| Learning Environment | Where and with whom learning takes place | Quiet corners, peer tutoring, flexible seating |
6.2 Strategies
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Use flexible grouping
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Provide choice boards
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Incorporate tiered activities
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Scaffold challenging tasks
7.0 Technology Integration: The SAMR Model
The SAMR model provides a framework for integrating technology into teaching in meaningful and transformative ways.
7.1 The Four SAMR Levels
| Level | Description | Example |
|---|---|---|
| Substitution | Tech replaces a tool with no change | Type essay instead of handwriting |
| Augmentation | Tech improves functionally | Use spell-check, online dictionaries |
| Modification | Tech redesigns the task | Collaborate on a shared Google Doc |
| Redefinition | Tech enables new, previously impossible tasks | Create podcasts or virtual reality experiences |
💡 Tip: Aim for modification and redefinition to promote collaboration, creativity, and deep learning.
7.2 Technology Tools to Explore
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Google Workspace (Docs, Slides, Forms)
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Kahoot / Quizizz (interactive quizzes)
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Flip / Padlet (student voice and collaboration)
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Canva / Adobe Express (creative projects)
8.0 Activities and Applications
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Backward Design Exercise: Choose a standard and create a three-step lesson plan.
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Bloom’s Ladder Challenge: Write an objective for each level of Bloom’s taxonomy.
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Technology Match Game: Pair a learning goal with the best tech tool and SAMR level.
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Differentiation Workshop: Modify a lesson to suit three different learner profiles.
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Reflection Prompt: Reflect on how well-designed instruction supports equity and engagement.
9.0 Summary
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Instructional design is the foundation of effective teaching.
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Backward Design starts with goals and aligns instruction accordingly.
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Bloom’s Taxonomy helps target various levels of thinking.
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Differentiation ensures access and challenge for all students.
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Technology, when integrated thoughtfully, transforms learning experiences.
Next Week (Week 11):
Assessment Literacy – Types of assessment, rubric design, data use in teaching
Would you like this in slide or handout format next? Or shall I proceed with developing Week 11 notes?
