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The ADDIE Model

The ADDIE Model. My experience and impressions Lindsay Jones, M.S., SLP. My Background. First year speech-language pathologist Population Typical sessions. OVERVIEW: participants. Two 7 th grade female students Severe expressive/receptive language delays Below average full-scale IQ

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The ADDIE Model

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  1. The ADDIE Model My experience and impressions Lindsay Jones, M.S., SLP

  2. My Background • First year speech-language pathologist • Population • Typical sessions

  3. OVERVIEW: participants • Two 7th grade female students • Severe expressive/receptive language delays • Below average full-scale IQ • Slow processing speeds • Low verbal and reading comprehension • Difficulty comprehending oral/verbally presented directions • Around 2nd grade reading level • Interest Survey: dislike reading curricular material, do very well with visuals • IEP goals address: • Deficit in reading comprehension affecting ability to function in general education curriculum

  4. OVERVIEW: goal • Elaboration of student’s IEP Goal: • Within one year, [after reading a multi-paragraph curricular-themed passage] students will identify the main idea/supporting relevant details and will accurately paraphrase the material verbally. • Connection to the core: • Reading: Literature Standard 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text SOURCE: http://www.uen.org/core/core.do:courseNum=4270

  5. OVERVIEW: plan • Instruction was to take place in the speech-language classroom for one 45 minutes session/week in a group of two • Pre-Test: knowledge of terminology, ability to locate target items independently and paraphrase the material

  6. OVERVIEW: plan • Incorporation of various subject areas: • Language goal • Science and Social Studies Text • Calculate Percent correct towards goal • Sequence: • Train the terminology • Teach strategies • Practice identifying with choices from short material • Practice identifying without choices • Etc.

  7. IMPLEMENTATION: pilot • Pilot Test (BOMBED)… • What didn’t work • Modification of lessons

  8. IMPLEMENTATION: first session • Unusual circumstance (an additional group member) • How it went? {Let’s just say nothing ever goes as planned….] • Learner Likes • Learner Dislikes • Did not conform to lessons (way too overambitious)

  9. IMPLEMENTATION: second session • The new plan continues… • One thing at a time • How it went? • Some straying and tweaking were needed • Not a bad thing necessarily.. • Never enough time • Criterion: • In a field of 3 choices, able to ID the main idea with around 50% accuracy • Utilized strategy independently across activities!

  10. IMPRESSIONS • Learner likes • Participating in the learning process • Learner dislikes • Subject matter • reading • My likes • How thorough ADDIE is • Explicit framework/hierarchy for language goals • My dislikes • Time • Tedious process • Overall • Helpful, but not the most feasible…

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