PIE MODEL
- is a mental model that allows you to perform tasks. I developed the model because I wanted to make sure that I and others perform tasks in an organized manner
Three basic phases:
- Planning
- Implementation
- Evaluation
Components of the PIE Model
PLAN
• Identifying characteristics of the students
• Specifying objectives
• Describing the learning environment
• Developing instructional activities: -Motivation activities, -Orientation activities, -Information activities, -Application activities, -Evaluation activities
• Selecting methods and media
• Acquiring instructional materials (select/modify/create)
In the P mode, be creative, think about all the options, generate some new ones, think about pitfalls, pros and cons.
IMPLEMENT
• Prepare instructional materials
• Prepare learning environment
• Prepare learners
• Proceed with the lesson
In the I mode, be aggressive in following the plan, not get distracted, make sure my plan is logical, and be result oriented.
EVALUATE
• Evaluate learning and instruction
-Before
-During
-After
In the E mode.be reflective, really think about what I was doing, generate lessons for the future.
Characteristics of PIE Model Based on the Taxonomy
Selected characteristics PIE model
Typical Output
Typical output may be instruction, which is often called lesson, or be supporting materials for their instruction. In most cases, teachers plan their instructions based on one or more lessons. The model also introduces ways to attain instructional materials which support their instruction (whether they are selected or created) within the framework of PIE.
Resources Committed to Development
PIE addresses resources to select or modify the materials rather than to develop a new material. It is assumed that resources committed to development are low compared to the resources of existing materials.
Team or Individual Effort
Although there is no explicit statement regarding this, it is assumed that PIE is based on individuals’ work.
ID Skill/ Experience
There may be experienced teachers and novice teachers based on their teaching experiences. The teachers may not familiar with the term of instructional design, but it is assumed that experienced teachers have competencies to design instruction in that PIE provides general guidelines rather than specific steps which allows for teachers intuition.
Emphasis on Development or Selection
It is assumed that classroom-oriented models have emphasis on rather selection than development. Although there is no explicit emphasis made on selection in PIE model, the authors recommend for the teachers to analyze the existing materials first for efficiency. However, it is not the focus whether to select existing materials or create a new one. Rather, it is stressed to identify right media for appropriate instructional methods to achieve the intended outcome.
Amount of Front-End Analysis/ Needs assessment
Less emphasis is on front-end analysis than other models. Although the planning phase involves needs analysis, it is addressed that there is no determined starting point. Teachers may initiate the planning process from where they need to start.
Technological Complexity of Delivery Media
Although the authors allot many spaces to introduce how to integrate technology into their instruction, the level of complexity of introduced ways of technological application is low.
Amount of Tryout and Revision
On-going evaluation is stressed throughout the entire process of learning and instruction. Revision can be made more than often in that teachers are plan as well as deliver the lesson.
Amount of Distribution/ Dissemination
Amount of distribution or dissemination is limited to the teacher’s classes or the teachers’ community where the teacher who originally plans the instruction belongs to.
