WIDSWIDS The ModelThe Model

Lisa Banks

Robert BenardMott Community College

Through a generous grant of intellectual property by:

Gail Knapp

Lynn Thigpen

In life, it i

s said “a picture is

worth a thousand words”. In

education, we teach people

how to paint those pictures

WIDSWIDS The ModelThe Model

An Introduction to the Worldwide Instructional

Design System at

Mott Community College

Quiz: Answer the following questionsQuiz: Answer the following questions

Summarize Sartre’s Philosophy.

Label the parts of a flower.

What is the distance to

Milwaukee from Flint?

Milwaukee

Flint

?

When would it matter if you know When would it matter if you know these answers?these answers? If you are in a debate about Existential

Philosophy. If you are a horticulturist doing cross-

fertilization. If you are a trucking company dispatcher. If you are on Jeopardy!

Or if you are a student answering test questions.

Welcome to Fr. Guido Sarducci’s Welcome to Fr. Guido Sarducci’s Ten Minute UniversityTen Minute University

“We only teach you the facts you may actually remember in five years”

One problem is:One problem is:

Not everyone remembers the same 10 minutes!

To often education seems to be:To often education seems to be:

a Teacher filling the students heads with seemingly meaningless facts.

A Student rote memorizing only to pass the test.

The process only becomes The process only becomes meaningful when…..meaningful when…..

students need to do something with all those facts.

For example:•Win a Debate.•Create a new hybrid rose.•Schedule a fleet of delivery trucks.•Become a Jeopardy Champ and get lots of money.

Performance Based InstructionPerformance Based Instruction

Who are the learners? (Audience) What do they need to learn? (Goals) When have they got it? (Criteria) How do I get my students there?

(Strategies)

Learner Centered InstructionLearner Centered Instruction

“The Coach on the Side…...not the Sage on the Stage!”

The WIDS ModelThe WIDS Model

Learner Centered, Performance Based Instruction that Works!

“Competency-based instruction is a California Closet Organizer for my course. It forces me as an instructor to develop competencies that will help the student and myself know what is expected….just like when your closet is organized, you can spend more time combing your hair when you’re ready to go rather than digging through that mess on the bottom looking for one shoe.”

WIDS Testimonial

CompetenciesCompetencies

Major skill, knowledge, or ability needed to perform a task effectively and efficiently.

Determine the “what”Drive the “how”Dictate the “when”

Competency examplesCompetency examples

Differentiate between philosophical viewpoints.

?

?

Competency examplesCompetency examples

Create new rose hybrids.

Competency examplesCompetency examples

Design routing pattern for trucking fleet distribution.

Performance StandardsPerformance Standards

Each competency has a set of Criteria and Conditions

Performance Criteria provide the structure for answering the question “Did the learner achieve the Competency”.

Performance Conditions describe the situation learners are expected to demonstrate.

Performance StandardsPerformance Standards

Observable and measurable criteria and conditions for performance assessment.

Provide the tools for clarifying the performance expectations.

“What” I need to do to be successful. Demonstrates that the learner has

achieved the competency.

Performance Standards Performance Standards examplesexamples

Support Sartre’s position in a philosophical debate.

Develop a 4” tea rose in the greenhouse.

Design a distribution pattern for trucking fleet in a simulated work situation.

Learning ObjectivesLearning Objectives

What supporting skills, knowledge and attitudes are needed to learn.

Benchmarks for learning a competency

Learning Objective examplesLearning Objective examples

Summarize Sartre’s Philosophy.

Label the parts of a flower.Determine the distance from

Milwaukee to Flint.

Performance Assessment Tasks Performance Assessment Tasks and Activitiesand Activities The activities that indicate how you will

show that you can do the Competencies and Core Abilities.

These tasks link the Learning activities (how) and the Performance Activities (when) with the Core abilities, Competencies, Performance Standards and Learning Objectives (what)

Core AbilitiesCore Abilities

Address broad knowledge, skills and attitudes.

Transferable.Go beyond the context of a

specific course.

Core Ability examplesCore Ability examples

Acquire and evaluate data.

Work cooperatively with others.

WIDS ModelWIDS Model

•Core Abilities•Competencies•Performance Standards•Learning Objectives•Performance Assessment Tasks

WIDS ModelWIDS Model

HowWhen

What

Who

Why Why doesdoes the WIDS the WIDS model model work?work?

Why? Because…….Why? Because…….

Competencies are identified, verified and made public in advance.

All content decision are based on competencies.

This is part of the WHAT.

Assessment of a competency asks a learner to PERFORM the competency as the primary source of evidence that he/she has mastered it.

This is the WHEN.

Why? Because…….Why? Because…….

The criteria and conditions for assessing achievement are explicitly stated.

They are made public in advance. Assessment is criteria referenced,

not norm referenced. This is part of the WHEN.

Why? Because…….Why? Because…….

The learning activities and teaching strategies relate directly to the competencies.

A variety of strategies are used. Activities are learner centered. This is the HOW.

Why? Because…….Why? Because…….

Who are our Learners?Who are our Learners?

StudentsTransfer

InstitutionsEmployers

What is our Product?What is our Product?

Learners who can perform and adapt to new learning situations.

If education and training If education and training are lacking quality, then are lacking quality, then learners are being learners are being wasted.wasted.

Challenges of PBIChallenges of PBI

Finding time for up-front planning Starting without a needs

assessment or task analysis Developing expertise at

measuring performance rather than knowledge

Instructional Design FlowchartInstructional Design FlowchartStep 1

Analyze needs

Step 4Define

learning objectives

Step 3

Analyze competencies

Step 2

Write competencies

Step 5Develop

performance standards

Step 6Designate

core abilities

Step 7Sequence

competencies

Step 8Develop

course goal/ description

Step 10Develop

assessment/ record plan

Step 9Specify

assessment strategies

Step 11Design

learning activities

Step 12Develop

instructional materials

Step 13Layout

learning/ lesson plans

Step 14Create a class

syllabus

WIDS PBIWIDS PBI ModelModel

Learner