Module+2+ADDIE+and+UBD

=**Comparing and Contrasting the ADDIE Model and UBD (Understanding By Design)**= Please enter your name in each cell when you add a contribution. You must add an entry to each of the columns.

Design, Develop, Implement, and Evaluate. (Iris Robinson) || Similarities of Both Models ADDIE and UBD models have steps that include learning targets, and both require evaluation of student progress. (Iris Robinson) || Unique Elements of UBD UBD offers a three-stage: curriculum design process, a set of design standards with attendant rubrics, and a comprehensive __#|training__ package to help teachers design, edit, critique, peer- review. (Iris Robinson) || on learning. (Iris Robinson) || Understanding by Design originated in 1998 by Jay McTighe and __#|Grant__ Wiggins that focused on teaching for understand. (Iris Robinson) || Formative and Summative (Iris Robinson) ||  || UBD is evaluate by instruction and performance assessment (Iris Robinson) ||
 * Unique Elements of ADDIE The Addie model has five stages: Analyze,
 * Originated in the military (Iris Robinson) || ADDIE and UBD was originate to focus
 * Addie evaluation consists of two parts:
 * Addie uses criterion related reference items for testing. (#|Andrew Murray) || Both models have components where students are asked to self-assess or revise their work. (Andrew Murray) || UBD goal is for the learning to focused on understanding not memorizing facts. (Andrew Murray) ||
 * Addie can be used on a specific topic or concept. (Andrew Murray) ||  || UDB has no exact scope or sequence. (Andrew Murray) ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: normal; margin-bottom: 0in;">ADDIE conceived lessons are frequently intended for large #|classes with a concluded level of comprehension. (McQuillan) || <span style="font-family: Arial,Helvetica,sans-serif; line-height: normal; margin-bottom: 0in;">In both of these models emphasis is on ongoing assessment and feedback within the teaching-learning process<span class="GINGER_SOFATWARE_correct">. (McQuillan) || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 107%;">UBD #|lessons typically are directed at smaller __#|classes__ or individual students who may or may not have the same level of comprehension. (McQuillan) ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 107%;">In the Analysis phase of the ADDIE model, learning goals and objectives <span class="GINGER_SOFATWARE_correct">are created . (McQuillan) ||  ||   ||
 * In the Implement stage the instruction is structured with every detail planned out. The teacher lays out all tools and materials needed and makes sure all students are instructed on how to use the tools. (Angela Allen) || In both of these models the teachers act as a facilitator of learning. They do more guiding and coaching than didactic teaching. (Angela Allen) || UBD lessons are typically more interactive and free flowing. The students identify the problem, develop strategies to solve the problem, and communicate with each other through classroom debate and conversations. (Angela Allen) ||
 * Training and learning materials are used (books, <span class="GINGER_SOFATWARE_correct">etc ) to give information to students. (Kathy Rokakis) || Both models begin with establishing goals and objectives || Students explore the material in order to not only learn the material, but learn how to learn. (Kathy Rokakis) ||
 * In the <span class="GINGER_SOFATWARE_correct">Desing phase of the ADDIE model, there is a focus on the cognitive, affective, and psychomotor domains for objectives. (Megan Endicott) || Both emphasize focusing on the "big idea" or essential questions associated within each standard. (Megan Endicott) || UBD lessons place major importance on <span class="GINGER_SOFATWARE_correct">authetic tasks <span class="GINGER_SOFATWARE_correct">to aid in students obtaining "real-world" experiences that can be <span class="GINGER_SOFATWARE_correct">tranferred into the career field for meaningful transfer. (Megan Endicott) ||
 * <span class="GINGER_SOFATWARE_correct">Environment must be conducive to learning. Educators are asked to create a space that is adequate for curriculum tools; putting all book, manipulative materials, technologies, <span class="GINGER_SOFATWARE_correct">etc adequate places; accessibility (D. Williams) || Trains users providing staff development opportunities for educators (D. Williams) || "Backward Planning" educators are asked to instruct with the "End in Mind"; The educator must have a clear understanding of the goals they're trying to reach, therefore understanding where the students' abilities are now, taking only those steps that will lead directly to the targeted goal. (D. Williams) ||
 * ADDIE focuses on the instructional materials needed to teach a specific objective or concept. This model may include technology and other instructional tools. Students in this model are taken through distinct steps to help understand how to use the instructional tools. Only then can they begin to focus on learning the concept or primary objective. (John Babinski) || Both ADDIE and UbD help transfer knowledge to the student through a carefully thought out set of authentic experiences that vary from low to high tech. (John Babinski) || <span class="GINGER_SOFATWARE_noSuggestion GINGER_SOFATWARE_correct">UbD focuses on the instructional strategies needed to increase the student's ability to acquire knowledge. These include; using advanced organizers, higher order questioning, giving and <span class="GINGER_SOFATWARE_correct">recieving feedback, <span class="GINGER_SOFATWARE_correct">identiying similarities and differences with previous knowledge, <span class="GINGER_SOFATWARE_correct">non linguistic representations such as graphs and pictures, generating and testing different ideas related to the <span class="GINGER_SOFATWARE_correct">acqusition of knowledge and the explanation of these findings<span class="GINGER_SOFATWARE_correct">. (John Babinski) ||
 * The ADDIE goes into much greater detail than other models including <span class="GINGER_SOFATWARE_correct">UbD and are usually developed by teams rather than just one teacher. The ADDIE model is designed for large groups of individuals with a specific foundation of knowledge. (Jeff Cichon) || Both begin by identifying goals prior to designing a lesson. Also, both plan assessment tools after identifying the goals but before planning the actual lesson. (Jeff Cichon) || Teachers designed most of the lessons in UbD and have the flexibility to manipulate or change the lessons for a specific audience. (Jeff Cichon) ||
 * The ADDIE model requires extensive research and very detailed planning of both the process and delivery of information as well as the desired outcome. Due to the time involved in the planning, implementation and execution stages of this model, it does not lend itself as well to elementary or secondary teachers. As stated earlier, this model is geared more towards the military. (Gobel) || Although they have entirely different modes of delivery, both models require educators to put together think through the process of educating students while creating a blueprint for success.(Gobel) || This model is attractive to teachers in both elementary and secondary schools due to the fact that a single teacher or department could develop effective lessons with minimal support in a limited time frame. (Gobel) ||
 * The ADDIE model's analysis stage gives clear reasons or purpose for the instructional task || Both models have areas in which you establish clear learning objectives. || The UBD model has you thinking about the assessments before creating the instructional task. It uses the "where to" framework. ||
 * ADDIE model has you develop the material to meet outcomes (Leenhouts) || Stage 1 of UDB and the Task analysis part of ADDIE both address the desired outcomes (Leenhouts) || UBD wants you to think of Goals/outcomes before deciding on the teaching. (Leenhouts) ||
 * ADDIE is much more structured and guides students rather than having them do things at their own pace. ADDIE places a large focus on what students already know and what they are capable of doing. (Masters || Both models clearly gear instruction towards the overall learning goal. Objectives and goals are easy to understand and clearly defines expextations for students. (Masters) || Students are able to discover the content at their own pace without becoming distracted by content. (Masters) ||