ARCS Instructional Design Model

8/3/2019 ARCS Instructional Design Model

http://slidepdf.com/reader/full/arcs-instructional-design-model 1/17

ARCS Instructional Design Model

Objective: provide a clear explanation of how the ARCS model of instructional design

may be implemented to improve studentmotivation and achievement in theclassroom.



Motivation is when your dreams put on work clothes .

~Author Unknown

Attention

Relevance

Confidence

Satisfaction

Four components which are equallyimportant to student success.



ARCS may easily be implemented in

all learning environments from

introduction through mastery .

*Language Arts

*MathPhysical Science

Social Science*denotes content area to be

discussed



Attention

Begin lesson with an attention gettingdevice ex. video, statistic, probingquestion

Create an environment that promotesinquiry

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.

Pose debate style

questions prior to

reading non-fiction

selections to encourage

the spirit of inquiry.

Allow students to

choose reading

selections. Selectionsthat are relevant to

students will provide

opportunity for success.

Encourage students to

read with purpose even

if the purpose isENJOYMENT.



Relevance

Tie learning to student experiences

Understand student needs

Provide choices for students to demonstratetheir knowledge and abilities

Model the expectation

Define expectation clearly



Creating Relevance in

Language Arts

Reading comprehension is a skill to be usedthroughout a lifetime.

Provide appropriate reading level material.

Demonstrate through modeling how the moreone 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

students effort and motivationfor success.

Assess students independently

and allow for differentiation soeach student may be successful.



Scaffolding- a temporary structure for

workers and materials duringconstruction During introductory lessons

of a language artsclassroom, a guided inquirysheet provides questionsall readers should be askingof themselves as they readto assist in summarizingand analyzing a selection.To reach mastery studentswill be able to analyze aselection without theguide.



Satisfaction

Provide numerous opportunities for

students to use skill

Reinforce success with in studentscurrency

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 noone has the MOTIVATION to learn a skill they

will never use.

Relevance can be demonstrated in theattention 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 providesopportunity 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 DesignSummary Based on motivational theories

Four components: Attention, Relevance,Confidence, and Satisfaction

Easily implemented in any instructional setting

Reflects the positive relationship betweenstudent 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

Documents

ARCS Instructional Design Model