• 수산해양교육연구
• /
• 제24권1호
• /
• pp.56-78
• /
• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.

• Educational Technology International
• /
• 제20권1호
• /
• pp.25-55
• /
• 2019

The core purpose of the study is to develop and validate an ADDIE model based instructional model for English Language Teaching (ELT) in early childhood classroom in Bangladesh as an aid to teachers to reconstruct their knowledge and experience more strategically, and for them to design and implement their instruction more structurally. This study is developmental in nature which has been divided in five phases as follows. Phase I: Existing methods and instructional strategy review, Phase II: Instructional model development, Phase III: Delphi 1st round, Phase IV: Delphi 2nd round and Phase V: Model validation. After reviewing relevant literature and existing strategy in phase I, the 1st version of instructional model is made phase II. Next in phase III and phase IV, two rounds of Delphi have been conducted where experts related to different concerning areas of this study reviewed the 1st version and gradually the final version of the instructional model is made. Finally, the instructional model for English teachers of early childhood classroom in Bangladesh got validated by the same Delphi panelists in Phase V. In respect with each phases of ADDIE, the instructional model elaborates the 1) representative key points, 2) instructors' activities prescribed for the instructors, 3) supporting strategies. Both the conceptual and procedural models are included in this study for clearer identification of the whole process. Lastly the study provides some recommendations for instructors and practitioners on choosing the instructional model like doing prior need analysis, incorporating teacher training programs, training students, keeping on researching for finding effective teaching technique and tools and being open to changes etc. In addition, the study also acknowledges its limitations like not being able to consider the psychological factors due to time limitation. Finally, at the end the study points out the areas that welcome further research.

• 한국엔터테인먼트산업학회논문지
• /
• 제15권5호
• /
• pp.163-173
• /
• 2021

본 연구는 대학교육에 있어서 학습자 중심의 수업을 운영할 수 있는 교수법을 개인이 아닌 대학 전체의 수업운영에 적용할 수 있는 수업모델을 개발 및 구현하고자 하였다. 수업모델개발은 선행연구 분석, 전문가 검토, 수업모델과 설계원리 도출, 시범운영, 1차 설문분석, 모델 및 설계 전략 수정, 그리고 2차 설문분석을 통해 최종 모델을 도출하였다. Shift_N⁺¹수업은 6개의 모델이며 각 모델은 크게 3가지의 파트로 구분된다. 동영상을 활용한 사전학습, 핵심내용에 대한 질의응답 및 심화학습을 하는 대면 수업, 그리고 학생 개별 피드백 및 과정평가이다. 이를 매주 시행할 수 있도록 자체 전산시스템을 구축하였다. 대학의 모든 수업에 학습자 중심의 교육과정을 적용할 수 있는 교수법 모델을 표준화하였다. Shift_N⁺¹교수법은 교과목의 특성을 반영하여 학습자 중심의 학습효과를 최대화하고, 주차별 학생들의 성취도를 파악하여 교육의 질을 향상시키고자 한다.