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The formal process of instructional design is often referred to as ADDIE (Analyze-Design-Develop-Implement-Evaluate). It involves processes and documentation that is usually done when we’re designing an entire training flow. On an individual lesson scale, it’s usually less formal, but the same basic steps are done, even if only mentally. I’ll demonstrate with a notional example.First we need to identify the terminal objective or objectives. What is it that the students should be able to go off and do, as a result of the training? For this example, the students wanted to be able to consider lessons learned from Apollo when designing Orion.Next we decide upon the performance objectives. These are measurable statements that can be used to assess the effectiveness of the training. They are statements of actions that if we observe the student doing, we will be satisfied they can accomplish the terminal objective.For our terminal objective of:Consider lessons learned from Apollo when designing Orion.Our performance objectives for one lesson might be:1) Describe the challenges of entry2) Describe how the Apollo program dealt with those challenges3) Describe the activities of the helicopter and swimmer teams in egress and recovery of the crew4) List examples of entry and landing incidents that occurred during ApolloMy responsibility, as the instructor, was to develop a lesson that would enable the students to do those four things. I started by examining each objective by constructing a mind-map.For the first two objectives, I identified four challenges I wanted to talk about: capture, deceleration, heating, and precision and then talked about how the Apollo program handled those challenges. By that, I mean, how did they ensure the capsule was captured by the Earth when it returned from the Moon? How did they decelerate the vehicle from 10 km/s to rest on the ocean surface? How did they deal with the extreme heating that occurs when an object at orbital velocities plunges into the atmosphere? And how did they control where the capsule landed so that the crew could be recovered expediently. Here's a partial view of the expanded diagram.Expansion of each level continues until the instructor is confident that they are now adding items for which the students can be assumed to already have knowledge or skills.Now that we know what the class needs to include, we have to design the class. This one turns out to be pretty straightforward - all of the items are knowledge level. There are no behavioral skills involved, so the classroom or a self-study will be adequate. If skills were involved, I would have had to determine which training facility/medium would be needed to teach those skills.I don't want to encourage rigid structure, but I've found that for beginners, following a structure like this, helps:And I recommend following the experiential learning sequence:I've decided what material I need to cover and I've decided the format (this would be a instructor led lesson utilizing PowerPoint visuals). I need to start developing the narrative. What will I say? How will I transition from topic to topic? What examples or analogies would help convey the message? What visuals would interpret the explanations and descriptions?How can I involve the students in the lesson? How will I assess that they learned the material?While I answered these questions I developed the materials. The three big materials I needed to develop were:1) The lesson plan2) The PowerPoint presentation3) The Summary Sheet that would be given to the students (never give the presentation to the students!!)In my environment, a lesson plan is composed of five parts.Logistics - description of the class needed for the catalog and for scheduling. It includes items such as duration, facility, necessary equipment, number of students, pre-requisites, objectives, and a synopsis.TNA Skills - documentation of the skills, knowledge, and attitudes that this lesson covers, with respect to those needed for the student's certification.Evaluation Mechanism - description of how students can be tested on this material.Strategy & Outline - an explanation of the structure and methodology of the lesson.Script - poorly named. It shouldn't be viewed as a literal script, but it does provide enough guidance that another instructor that is a subject matter expert could pick up the lesson plan, study it, and be able to perform the lesson to the same standards as the lesson developer.The purpose of a lesson plan is not to teach another instructor about the subject - it is to teach an already knowledgeable instructor how to teach this lesson, well.We allow different formats for the Script portion of the lesson plan. Here's an excerpt from the referenced Apollo lesson:The text is detailed enough that another instructor can see the level of detail they should go to when they discuss the topics. These particular slides don't include instructions to the instructor (the instructions would be in the rows with the purple carrots), but often instructions, tips, or warnings to the instructor will be included (e.g. "students often have trouble with this next part" or "be sure to use the model and globe to physically illustrate this").Here are the two slides the excerpt covers:So, that's the ADD of ADDIE. The remaining two phases are implement and evaluate. Implement is go out and teach the lesson. Evaluate means that throughout the development process and every time we teach the lesson, we should gather feedback that can be used to refine the lesson.

A great tutor should listen carefully to the students! Understand the student's raw back and try to find the problem. Try to find out if there is backlog which create the problem for the student in previous lesson. If students are avoiding any chapter or lesson please make him/her sure that the chapter is also in syllabus that make him/her problem in exam. If any student pretense that s/he has understood the lesson evaluate his / her knowledge in the chapter. And more over don't underestimate your students or compare with anyone. Cause your students does not have knowledge about the chapters so he or she has come to you. To clear their doubts and get a good marks. Always try to encourage them and give credit if he/she do something good. In this way you can become a good mathematics tutor.

The formal process of instructional design is often referred to as ADDIE (Analyze-Design-Develop-Implement-Evaluate). It involves processes and documentation that is usually done when we’re designing an entire training flow. On an individual lesson scale, it’s usually less formal, but the same basic steps are done, even if only mentally. I’ll demonstrate with a notional example.First we need to identify the terminal objective or objectives. What is it that the students should be able to go off and do, as a result of the training? For this example, the students wanted to be able to consider lessons learned from Apollo when designing Orion.Next we decide upon the performance objectives. These are measurable statements that can be used to assess the effectiveness of the training. They are statements of actions that if we observe the student doing, we will be satisfied they can accomplish the terminal objective.For our terminal objective of:Consider lessons learned from Apollo when designing Orion.Our performance objectives for one lesson might be:1) Describe the challenges of entry2) Describe how the Apollo program dealt with those challenges3) Describe the activities of the helicopter and swimmer teams in egress and recovery of the crew4) List examples of entry and landing incidents that occurred during ApolloMy responsibility, as the instructor, was to develop a lesson that would enable the students to do those four things. I started by examining each objective by constructing a mind-map.For the first two objectives, I identified four challenges I wanted to talk about: capture, deceleration, heating, and precision and then talked about how the Apollo program handled those challenges. By that, I mean, how did they ensure the capsule was captured by the Earth when it returned from the Moon? How did they decelerate the vehicle from 10 km/s to rest on the ocean surface? How did they deal with the extreme heating that occurs when an object at orbital velocities plunges into the atmosphere? And how did they control where the capsule landed so that the crew could be recovered expediently. Here's a partial view of the expanded diagram.Expansion of each level continues until the instructor is confident that they are now adding items for which the students can be assumed to already have knowledge or skills.Now that we know what the class needs to include, we have to design the class. This one turns out to be pretty straightforward - all of the items are knowledge level. There are no behavioral skills involved, so the classroom or a self-study will be adequate. If skills were involved, I would have had to determine which training facility/medium would be needed to teach those skills.I don't want to encourage rigid structure, but I've found that for beginners, following a structure like this, helps:And I recommend following the experiential learning sequence:I've decided what material I need to cover and I've decided the format (this would be a instructor led lesson utilizing PowerPoint visuals). I need to start developing the narrative. What will I say? How will I transition from topic to topic? What examples or analogies would help convey the message? What visuals would interpret the explanations and descriptions?How can I involve the students in the lesson? How will I assess that they learned the material?While I answered these questions I developed the materials. The three big materials I needed to develop were:1) The lesson plan2) The PowerPoint presentation3) The Summary Sheet that would be given to the students (never give the presentation to the students!!)In my environment, a lesson plan is composed of five parts.Logistics - description of the class needed for the catalog and for scheduling. It includes items such as duration, facility, necessary equipment, number of students, pre-requisites, objectives, and a synopsis.TNA Skills - documentation of the skills, knowledge, and attitudes that this lesson covers, with respect to those needed for the student's certification.Evaluation Mechanism - description of how students can be tested on this material.Strategy & Outline - an explanation of the structure and methodology of the lesson.Script - poorly named. It shouldn't be viewed as a literal script, but it does provide enough guidance that another instructor that is a subject matter expert could pick up the lesson plan, study it, and be able to perform the lesson to the same standards as the lesson developer.The purpose of a lesson plan is not to teach another instructor about the subject - it is to teach an already knowledgeable instructor how to teach this lesson, well.We allow different formats for the Script portion of the lesson plan. Here's an excerpt from the referenced Apollo lesson:The text is detailed enough that another instructor can see the level of detail they should go to when they discuss the topics. These particular slides don't include instructions to the instructor (the instructions would be in the rows with the purple carrots), but often instructions, tips, or warnings to the instructor will be included (e.g. "students often have trouble with this next part" or "be sure to use the model and globe to physically illustrate this").Here are the two slides the excerpt covers:So, that's the ADD of ADDIE. The remaining two phases are implement and evaluate. Implement is go out and teach the lesson. Evaluate means that throughout the development process and every time we teach the lesson, we should gather feedback that can be used to refine the lesson.