ARCS Instructional Design Model
Content
ARCS Instructional Design Model
Objective: provide a clear explanation of how the ARCS model of instructional design may be implemented to improve student motivation and achievement in the classroom.
Motivation is when your dreams put on work clothes.
~Author Unknown
Attention Relevance Confidence Satisfaction
Four components which are equally important to student success.
ARCS may easily be implemented in all learning environments from introduction through mastery .
*Language Arts *Math Physical Science Social Science
*denotes content area to be discussed
Attention
Begin lesson with an attention getting device ex. video, statistic, probing question Create an environment that promotes inquiry Provide a definite reason for the lesson Variability in presenting material Humor
Introduction to mastery in reading comprehension within a language arts classroom. Attention
Begin class with a statistic regarding literacy. Quotes from role models are effective. Allow students to choose reading selections. Selections that are relevant to students will provide opportunity for success. Pose debate style questions prior to reading non-fiction selections to encourage the spirit of inquiry. Encourage students to read with purpose even if the purpose is ENJOYMENT.
Relevance
Tie learning to student experiences Understand student needs Provide choices for students to demonstrate their knowledge and abilities Model the expectation Define expectation clearly
Creating Relevance in Language Arts
Reading comprehension is a skill to be used throughout a lifetime. Provide appropriate reading level material. Demonstrate through modeling how the more one reads the more thorough and critical of a reader they become.
Confidence
Create learning experiences where students can be successful Students must own their success Allow for frequent feedback directly related to progress Clear objectives and understanding of evaluation procedure must be present
Confidence in a Language Arts classroom
Choose appropriate material Provide scaffolding techniques to foster grow in small increments. This establishes long term learning. Ex: guided inquiry sheet State objectives to include: by end of course students will be able to identify major components of a reading selection without guided prompts.
Feedback will pertain directly to Assess students independently student s effort and motivation and allow for differentiation so for success. each student may be successful.
Scaffolding- a temporary structure for workers and materials during construction
During introductory lessons of a language arts classroom, a guided inquiry sheet provides questions all readers should be asking of themselves as they read to assist in summarizing and analyzing a selection. To reach mastery students will be able to analyze a selection without the guide.
Satisfaction
Provide numerous opportunities for students to use skill Reinforce success with in student s currency Do not over reward simple tasks Showcase the skill in real world settings
Satisfaction in a Language Arts classroom
A tutoring program which pairs high school student with elementary students allows real world experience of students reading capabilities. Creating book clubs or reading groups reinforces the newly developed in a peer focused setting.
ARCS model may be used in any instructional setting where student motivation is a contributing factor to student achievement.
ARCS in Algebra
Motivation in math is often challenging. Relevance is crucial to higher level math no one has the MOTIVATION to learn a skill they will never use. Relevance can be demonstrated in the attention getting activity. Ex. Video of math in action or manipulative. Brief organized units with little repetition will keep student attention.
Begin with the basic skill and expand as mastery at each level is met provides opportunity for success and confidence. Often returning to previously taught skills to build confidence when work become more difficult. Decide what currency your students value and reward in this manner. Rewards foster a sense of satisfaction. Ex. Free time at end of class.
ARCS MODEL of Instructional Design Summary
Based on motivational theories Four components: Attention, Relevance, Confidence, and Satisfaction Easily implemented in any instructional setting Reflects the positive relationship between student motivation and achievement
References
Gagne, R., Golas, K., Keller, J., &Wager, W. (2005). Principles of instructional design. Wadsworth Cenage Learning: United States. Keller, J. ARCS model of motivational design. Retrieved on January 13, 2012, from http://www.arcsmodel.com
Objective: provide a clear explanation of how the ARCS model of instructional design may be implemented to improve student motivation and achievement in the classroom.
Motivation is when your dreams put on work clothes.
~Author Unknown
Attention Relevance Confidence Satisfaction
Four components which are equally important to student success.
ARCS may easily be implemented in all learning environments from introduction through mastery .
*Language Arts *Math Physical Science Social Science
*denotes content area to be discussed
Attention
Begin lesson with an attention getting device ex. video, statistic, probing question Create an environment that promotes inquiry Provide a definite reason for the lesson Variability in presenting material Humor
Introduction to mastery in reading comprehension within a language arts classroom. Attention
Begin class with a statistic regarding literacy. Quotes from role models are effective. Allow students to choose reading selections. Selections that are relevant to students will provide opportunity for success. Pose debate style questions prior to reading non-fiction selections to encourage the spirit of inquiry. Encourage students to read with purpose even if the purpose is ENJOYMENT.
Relevance
Tie learning to student experiences Understand student needs Provide choices for students to demonstrate their knowledge and abilities Model the expectation Define expectation clearly
Creating Relevance in Language Arts
Reading comprehension is a skill to be used throughout a lifetime. Provide appropriate reading level material. Demonstrate through modeling how the more one reads the more thorough and critical of a reader they become.
Confidence
Create learning experiences where students can be successful Students must own their success Allow for frequent feedback directly related to progress Clear objectives and understanding of evaluation procedure must be present
Confidence in a Language Arts classroom
Choose appropriate material Provide scaffolding techniques to foster grow in small increments. This establishes long term learning. Ex: guided inquiry sheet State objectives to include: by end of course students will be able to identify major components of a reading selection without guided prompts.
Feedback will pertain directly to Assess students independently student s effort and motivation and allow for differentiation so for success. each student may be successful.
Scaffolding- a temporary structure for workers and materials during construction
During introductory lessons of a language arts classroom, a guided inquiry sheet provides questions all readers should be asking of themselves as they read to assist in summarizing and analyzing a selection. To reach mastery students will be able to analyze a selection without the guide.
Satisfaction
Provide numerous opportunities for students to use skill Reinforce success with in student s currency Do not over reward simple tasks Showcase the skill in real world settings
Satisfaction in a Language Arts classroom
A tutoring program which pairs high school student with elementary students allows real world experience of students reading capabilities. Creating book clubs or reading groups reinforces the newly developed in a peer focused setting.
ARCS model may be used in any instructional setting where student motivation is a contributing factor to student achievement.
ARCS in Algebra
Motivation in math is often challenging. Relevance is crucial to higher level math no one has the MOTIVATION to learn a skill they will never use. Relevance can be demonstrated in the attention getting activity. Ex. Video of math in action or manipulative. Brief organized units with little repetition will keep student attention.
Begin with the basic skill and expand as mastery at each level is met provides opportunity for success and confidence. Often returning to previously taught skills to build confidence when work become more difficult. Decide what currency your students value and reward in this manner. Rewards foster a sense of satisfaction. Ex. Free time at end of class.
ARCS MODEL of Instructional Design Summary
Based on motivational theories Four components: Attention, Relevance, Confidence, and Satisfaction Easily implemented in any instructional setting Reflects the positive relationship between student motivation and achievement
References
Gagne, R., Golas, K., Keller, J., &Wager, W. (2005). Principles of instructional design. Wadsworth Cenage Learning: United States. Keller, J. ARCS model of motivational design. Retrieved on January 13, 2012, from http://www.arcsmodel.com
