Internet Research Project using the ADDIE Model

By
Lizanne Wallace
Towson University
Summer 2009

Introduction
 ADDIE is a popular instructional technology tool used in both business and education. This
model covers all aspects of instruction by dividing it into five categories; analyze, design,
development, implement, and evaluation. By using this design, a research project can be broken
down into manageable steps resulting in a predetermined goal. This lesson plan will follow the
ADDIE model in implementing a middle school research paper by exploring each aspect of the
design in detail.

Problem

The problem being addressed by this research project is twofold. The first has to do with
fulfilling the Maryland VSC standard for Social Studies regarding knowledge about the Greek
city-states. In order to meet the needs of the varied learning styles in a classroom, this project
was created using a number of different techniques and technologies. The second problem is that
once a student graduates from Middle School, they are required to produce a number of research
papers throughout their high school careers. The administration has found that in the past,
students from our school were not prepared for this type of activity. In using this lesson, we are
able to better prepare the students for writing research papers by teaching them to evaluate
sources and use note cards to pull together their information.

ADDIE Model

Standards

6th Grade Social Studies

Standard 5.0 - History: Students will examine significant ideas, beliefs, and themes; organize
patterns and events; and analyze how individuals and societies have changed over time in
Maryland and the United States.
B. Emergence, Expansion and Changes in Nations and Empires
2. Analyze the emergence and enduring influence of Aegean civilizations
b. Explain the emergence, rise and decline of the Greek city-states
6th Grade Technology Literacy Standards
Standard 2.0 – Digital Citizenship: Demonstrate and understanding of the history of
technology and its impact on society, and practice ethical, legal, and responsible use of
technology to assure safety.
B. Legal and Ethical Issues
1. Practice responsible and appropriate use of technology systems, software, and
information.
d) Demonstrate proper care of equipment (such as following lab rules, handling
equipment with care, appropriate printing of resources).
2. Demonstrate an understanding of current legal standards.
a) Comply with copyright laws and fair use provisions when using digital content.
b) Use electronic resources appropriately (such as paraphrasing).
c) Cite electronic sources of text and digital information properly (such as MLA,
APA, Chicago).

ANALYZE

Goal:
As part of their social studies curriculum on Ancient History, each student will research an
assigned Ancient Greek city-state, become an expert on that city-state and report their findings in
the form of a paper. Students will be able to read information from a website and pull out the
important information that needs to be included in their paper.

Objective:
 Students will recognize that each city-state was unique but was still united by common
elements that enabled it to become a great society.
 Students will also be able to create a logical, well organized paper covering important
items related to their assigned city-state.

Audience:
 This project is being conducted with a 6th grade middle school Social Studies class at St.
Francis de Sales Catholic School in Salisbury, Maryland. The class size is larger than normal
and contains 34 students. There is an even mix between male and female. The racial profile of
the class is white except for one African-American student. Most of the students are of average
intelligence although there are a handful that are exceptionally bright. Two students in the class
have 501s (because we are a private school we do not have IEPs). There are a few others who do
not have formal 501s but benefit from individual help and special consideration.
Most of the students are from middle or upper middle class backgrounds and all have
computers at home with internet access. They are familiar with computers and accessing
information on line.

Physical Environment:
This class will be conducted in the computer lab at St. Francis. The period lasts 55 minutes.
The lab has 33 computers which means that each computer will be occupied and one student
needs to use a laptop. There are 3 computers in a row on each side separated by an isle in the
middle of the room. The three computers in the row are close together which is an issue for
those students with ADHD or that need extra help. Distraction is a problem even for those
without learning issues. The confined space also does not allow much workspace for the
students and all backpacks have to left in the back of the room.
The left side of the room is made up of windows that start at shoulder height and continue to
the ceiling. The room is bright but that does not seem to impact the ability to view the computer
screens.

Learning Styles:
In a class of 34 students, learning styles vary widely. However, this type of project will
benefit learners having visual, auditory and tactile learning styles the most.
 The visual learner will benefit by reading the information from the websites and writing
down the facts on their note cards.
 Students with auditory learning needs are included by discussing and comparing
information with their neighbor.
 Tactile learners are being reached by being able to do hands-on research themselves.
  Those kinesthetic or active learners are the most difficult groups to satisfy with this
type of lesson. These would include children with ADHD or general distractibility
problems. For these children, frequent breaks or the ability to help other students with
their research may be a way for them to benefit from this activity.

Pre-existing Knowledge:
There is a certain amount of knowledge that the students will have to already know in order
to complete this project. Some of the knowledge was gained through lessons earlier in the year
in anticipation of this culminating project. Other knowledge was gained in previous years or
through out of classroom exposure to computers. Pre-existing knowledge includes:
 How to turn on the computer and access the internet.
 How to get onto Mrs. Wallace’s webpage and access the on-line research project.
(http://sites.google.com/site/mrswallacesite)
 How to create an outline. A review of the specific outline used for this project was also
done.
 The proper use of index cards to write down their facts and how those index cards relate
to the outline they will be working from.
 Even though the websites are pre-chosen for them, we did review the factors used in
determining what constitutes a reliable source.
 Knowledge of plagiarism. What it is, and how to avoid it.
 Discussion of the different types of citation formats and practice finding the correct
information for the format they will be using.
 Knowledge and use of the word processing software, Word.

Timeline:
The 6th grade is scheduled for one Internet Research and one Library period per week, each
period being 55 minutes long. By using both periods during the time of this on-line research
paper, the students should able to complete their research within 2 weeks.
Those students finishing their research before the 2 week time limit can begin work on their
paper. Completion of the paper should take no more than three to four additional class periods.
DESIGN

Teaching Style:
Once the pre-existing knowledge is in place, this project is a self-directed one. The students
have been given the skeleton of the project in the form of the outline and the assigned city-state.
By actively participating in research and taking notes on index cards, the students are becoming
active learners.
This lesson plan follows the constructivist model by:
 Allowing for discussion about the facts that they have found by working in close
proximity with other students.
 Helping each other with the development of their note cards.
 Clarifying items on the outline among themselves.

Instructional Content:
 Enduring Understanding - As part of the 6th grade Social Studies Standard 5.0,
students are required to study the emergence, rise and decline of the Greek city states. In
order to understand these things, students must not only be aware that each city-state was
different, but how they differed.
 Essential Question – In spite of the fact that each city-state was part of larger civilization
known as Ancient Greece, what made each city-state unique and how did they differ?

Technology Integration:
 User Interface:
This project is conducted using a website, http://sites.google.com/site/mrswallacesite,
create by myself. Included on this site is all the documentation (outline, MLA formats, note
card formats) that they will need to complete this project. Also on this site are links to a
collection of age appropriate websites to guide their research.
  The fact that all instructional materials for this project are available on-line has helped
those students who have difficulty with organization skills. There is no longer a risk of
lost instructions or loss of additional handouts such as the outline and MLA format.

Assessment:
Each student will be assessed on two fronts:
1. How well they were able to use the information and tools on the website to gather
information for their paper.
2. The quality of the research paper they produce based on a specific rubric.

DEVELOPMENT

Instructional Courseware:
This includes all materials that are necessary for the student to successfully complete this
research project. All are available on-line as part of the internet research webpage.
 Greek city-states outline
 Proper MLA format for paper and source citations.
 Age appropriate websites for each city-state.
 Detailed instructions about what each student is required to accomplish.
 Rubric for final paper.

Procedures:
 Prior to start of the project:
o Review the concept of plagiarism. Confirm that they know what plagiarism is
and how it can be avoided.
o Stress that the paper and source citations need to be in a specific format, in this
case, MLA.
o
 At the beginning of the class when they will actually start the project:
 o Give the students the website they will use to complete this project and make
sure each one can access it from the computer they are working on.
o Review each section of the website.
o Model how the links on the website work
o Model for the students how to open the attachment containing the outline and
review the outline with them. Give them the opportunity to ask questions
regarding the outline.
o Model for the students how to open the attachment containing the MLA format
for the paper and their citations and review each item. Give students the
opportunity to ask questions about this format.
o Model for the students how to open the attachment containing the rubric and
review that with them.
o Allow sufficient time for any other questions the students my have regarding any
of the procedures just discussed.

IMPLEMENT
Before the students come into the lab to begin this project, the instructor needs to make sure
that all the computers are turned on and can access the internet.
During this part of the ADDIE model, the students conduct their research using the linked
websites. The Social Studies teacher and I will be available throughout the period to help the
students and answer any questions that may arise throughout the course of the period.
Students able to self-direct can work independently. Those needing extra guidance will be
able to get that from myself or the Social Studies teacher. The nature of the lab and this research
project will allow those students who are proceeding without difficulty to help those who are
having a harder time.
Each student will continue to work at their own pace until they have obtained all information
required on the outline.

EVALUATION
 There are two parts that need to be taken into account in this portion of the ADDIE model.
The first is to evaluate the student’s performance and determine if they were able to meet the
goals and objectives stated earlier. The second is to evaluate the lesson to determine how well
the process worked and what may need to be improved.
 For the students:
o How well did the students take the information from the websites and distill it
into a concise paper that covers all of the items in the outline?
o By observing them during their research, how well were they able to read the
material and pick out the important information?
o Were they able to follow the MLA formats correctly when putting together
their papers and bibliographies?
 For the instructor:
o The performance of the students is an important (although not the sole)
indicator of how well all facets of the ADDIE model worked.
o Was the pre-existing knowledge of the students sufficient to complete this
project or is more preparatory work necessary?
o Were there issues with the online design that made it difficult for some
students to work with?
 This would be a good opportunity to have the students complete an
anonymous survey on Survey Monkey about the research website.
o Was the Instructional Courseware (outlines, format samples, rubric) clear and
easily understood?
o Were the procedures in the correct order so that lesson flowed smoothly from
one aspect to the next?

In answering these questions, the instructor should be able to judge the effectiveness of this
lesson of instruction. While the project is still fresh in the instructors mind, alterations should be
made to the basic instruction.

Reflection
 Much of the planning for the lessons we create on a daily basis is not done in such a detailed
or formal manner. However, ADDIE is a wonderful tool to help ensure that my lessons are
complete and meet not only the Maryland VSC Standards but also the goals and objectives that
my students will ultimately need to accomplish. By being aware of the various learning styles
and adapting my teaching styles, I hope to meet the learning needs of all my students be they
visual, auditory, kinesthetic or any of the other learning styles out there. By guiding students
toward active participation in their own learning, I am giving them a base on which they can
build throughout their high school and college careers. In many cases, today’s students are more
technologically savvy than their instructors. Outside of the classroom, they are exposed to
technology, primarily relating to computers, on a daily basis. As educators, it is our
responsibility to incorporate this technology into their daily lives at school. The way a student
learns has changed dramatically in the last ten to fifteen years and we must adapt to that change.
Having said that, I must admit that incorporating technology into my lesson plans is not
always simple. I have struggled with this project but after reviewing my work I feel that I have
accomplished the goal of applying the ADDIE model to this project. However, I realize that a
lesson plan that looks good on paper may not work well in an actual classroom situation. I am
looking forward to implementing this lesson and critiquing what aspects need to be revised and
what can be improved. I think this model is an excellent tool and I know that as I incorporate
this framework into my teaching, my instruction will be more effective.

Resources

Malachowski, Michael J., PhD. (2002). ADDIE Based Five-Step Method Towards Instructional
Design. Retrieved June 22, 2009 from http://fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE
.html
Dodge, Bernie. (2008). Four NETS for Better Searching. Retrieved June 22, 2009 from
http://webquest.sdsu.edu/searching/fournets.htm.
Baltimore County Public Schools. (2009). Learning Styles and Preferences. Retrieved
June 23, 2009 from http://www.bcps.org/offices/lis/models/tips/styles.html#preferences.
Clark, D. R. (2004),Bloom’s Taxonomy of Learning Domains. Retrieved June 23,
 2009 from http://www.skagitwatershed.org/~donclark/hrd/bloom.htm
Clark, D.R.. (2004). Learning Strategies. Retrieved June 23, 2009 from
http://www.skagitwatershed.org/~donclark/hrd/strategy.html.