Gerlach-Ely

**Overview**
Veron S. Gerlach and Donald P. Ely developed this model in 1980. The model can be categorized as a classroom-oriented instructional design model. It is comprised of six steps and was initially developed with the idea that a classroom teacher was also an instructional designer.




 * 1) **Determine content** - responsibility falls primarily on the teacher
 * 2) **Specify Objectives** - The teacher develops objectives based upon the content that needs to be covered.
 * 3) **Assess Entry Behaviors of Students** - Two ways are recommended: 1) Cumulative records (students’ grades, standardized test scores, etc.) and 2) Teacher-designed pre-tests
 * 4) **Simultaneous Decision-Making** (see visual model for specific sub-steps) - Once the teacher completes the first three steps of the model, this step requires the teacher t to consider many decisions simultaneously. The teacher can begin the decision making process at any point within this step. As a teacher begins to make decision about resources, for instance, that choice may influence another decision within this same step. Once these decisions are made, content is then taught.
 * 5) **Evaluation of Performance** - The evaluation assesses the initial objectives of the lesson against the performance, what Gerlach and Ely define as the interaction of the students with the teacher, other students and/or the instructional medium.
 * 6) **Feedback Analysis** - At this point the teacher considers the evaluation and how well the strategies met the students learning behaviors in achieving the objective of the lesson.


 * [|Click here for interactive model]**

Which Learning Theory Provides the Foundation?
The cognitive theory provides the basis of the Gerlach-Ely model of instructional design. This theory requires an internal process that involves memory, thinking, reflection, abstraction, motivation, and metacognition (Anderson, pg.21). The Gerlach-Ely model requires the both the teacher and then the learner to move through this process in order for the information to become a part of their long-term memory.

Initially, the teacher moves through a series of cognitive decisions in order to create the lesson. The learner also needs to move through the same steps in order to learn a new skill. Students prove what they were able to absorb from the lesson through the evaluation. Teachers then need to examine the evaluation in order to determine if the objectives of the lesson were met. Here again, the teacher is moving through the stages of the cognitive theory while refining the lesson using the Gerlach-Ely model to improve the lesson or create the next lesson.

Adaptability in Designing e-Instruction
The Gerlach-Ely model of instructional design is simple to apply when designing e-Instruction. Since it was specifically designed for teachers to use, teachers consider content first, which is also important when designing e-Instruction. Teachers can then use the model to easily guide their lesson development to target specific objectives of the lesson  while still meeting the needs of the students. Simple implementation of a model is essential in order for the developer to focus on ensuring the learner gets the most out of the lesson or training.