In this model a systems view of instruction is considered so that one segment is interconnected with a series of outside segments in a variety of ways; as indicated this is significantly different from the ADDIE instructional design approach which more restrictedly approaches design from a single segment to the next in a direct and progressive way. This essay considers the varying aspects of the Dick and Carey model, specifically considering stage 1 through stage 3 through an illustrative example within the context of a twelfth grade Honors English class.
In terms of the Dick and Carey model, the interrelation of the varying concepts of context, content, learning and instruction, are considered (Leshin, Pollock, Reigeluth 1992). Dick and Carey themselves indicate that, “Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes” (Carey and Dick, pg. 6). Within this paradigm, there exist nine separate stages that designers must attend to in adhering to the constraints proscribed by Dick and Carey. These stages include 1) Instructional Goals; 2) Instructional Analysis; 3) Entry Behaviors and Learner Characteristics; 4) Performance Objectives; 5) Criterion-Referenced Test Items; 6) Instructional Strategy; 7) Instructional Materials; 8) Formative Evaluation; 9) Summative Evaluation (Leshin, Pollock, Reigeluth 1992).
The first stage of the Dick and Carey model identifies the instructional goals of the design project. In this stage the identification of the instructional goal considers the relation between the learner’s current knowledge base and the intended instructional goals (Lee). In these regards, the Dick and Carey model in great part mirrors the ADDIE instructional design model. In terms of the working example of the twelfth