ISDS

My first reaction to ISDS and the like is ugh, another strategy. It seems the world of education (and probably many other industries)pedagogy always has a "new and improved" theory on teaching and learning. Using strategies such as ADDIE, ASSURE, ARCS, etc look good in theory and on paper, but do they really enhance learning? Do they really allow for a better teacher? Are there outcomes and are they universally beneficial?

It all goes back to learning theories--Vygotsky, Piaget, Dewey (the namesake of my h.s.!)--apply, design, be aware of the learner (styles), assets, and implications. The pedagogical double-speak reminds me of a story my sister told me a few years back. She is a second grade teacher in Brooklyn. To make a long story short, administration was droning on about STRATEGIES; how to find one, use one, apply it for general use, get students used to it, etc. When one teacher tried to explain it to her class of 7 year olds one student's answer ("Monkeybars?" you had to be there!) made it amusingly clear that it was all about opening our eyes and ears to what the student needs to thrive.

ADDIE caught my eye as one of the more user-friendly strategies. Having an acronym makes it easy to conjure and the titles are usable ideas; Analyze (think and dissect), Design (create on paper), Develop (add-ons and beneficial "go-withs"), Implement (best way to apply for maximum results), and Evaluate (how did it go? will it need changing?)