Yalden Design Model Instructional Design Theory
4 The photo syllabus production
In this stage, the content of the syllabus will be decided. It means the description of language use to be covered in the program Yalden, 1987: 96. The
designer specified the description of the content of the syllabus. Selection and combination of contents are designed in line with the type of syllabus.
5 The pedagogical production
Pedagogical syllabus represents a plan to implement the content of the language teachinglearning at the classroom level. The language program
designer, in this step, should realize the syllabus in the form of teaching-learning materials and testing approach.
6 The development and implementation of classroom procedures
In this stage, the designer is supposed to develop the classroom procedure such as selection of exercise types and teaching techniques, preparation of lesson
plans, and preparation of the weekly schedules. Yalden also states about the teacher training in this stage, such as creation of teaching materials.
7 Evaluation
The evaluation has two broad aspects; those are the students in the program and the teaching as well as the over-all design. Then this is labeled as
the recycling stage because the whole cycle can be begun again at this point. Those stages represent operations for the sake of clarity in
Yalden’s model
Figure 2: Yalden’s Instructional Design Model Yalden, 1987: 88
3 Reflective Pedagogy
According to Kolvenbach Peter Hans, S.J., 1993: 6, pedagogy is the way in which teachers accompany learners in their development. Pedagogy must
include a world view and a vision of the ideal human person to be educated. These provide the goal, the end towards which all aspects of an educational tradition are
directed. They also provide criteria for choices of means to be used in the process of education.
Reflective Pedagogy which is also called Ignatian Pedagogy since it’s
derived from Saint Ignasius Loyola is intended not only for formal education
provides in Jesuit schools, colleges and universities, but it can be helpful in every form of educational service. It is actually inspired by the experience of St. Ignatius
recorded in the Spiritual Excercises, in Part IV of the Constitutions of the Society of Jesus
, and in the Jesuit Ratio Studiorum. Kolvenbach, 1993:2 Ignatian Pedagogy is inspired by faith. But even those who do not share
this faith can gather valuable experiences from this document because the pedagogy inspired by St. Ignatius is profoundly human and consequently
Needs Survey
Descrip tion of
Purpose Selection
Develop- ment of
Syllabus Product-
ion of a Proto-
Syllabus Product-
ion of Pedagogi-
cal Syllabus
Dev. Imple-
mentation of
Classroom Procedur-
es Evalua-
tion
universal. This pedagogy from its beginnings has been eclectic in selection of methods for teaching and learning. Kolvenbach, 1993: 3
Ignatian Pedagogy assumes that worldview and moves one step beyond suggesting more explicit ways in which Ignatian values can be incarnated in the
teaching learning process. An Ignatian paradigm suggests a host of ways in which teachers might accompany their students in order to facilitate learning and growth
through encounters with truth and explorations of human meaning. It is a paradigm with inherent potential for going beyond mere theory to become a
practical tool and effective instrument for making a difference in the way we teach and in the way our students learn. The model of experience, reflection and action
is not solely an interesting idea worthy of considerable discussion, nor is it simply an intriguing proposal calling for lengthy debate Kolvenbach, 1993: 18-19.
Figure 3: Ignatian Pedagogy
Action Reflection
Experience
A critically important note of the Ignatian paradigm is the introduction of
reflection as an essential dynamic. For centuries, education was assumed to
consist primarily of accumulated knowledge gained from lectures and demonstations. Students experience a lesson clearly presented and thoroughly
explained and the teacher calls for subsequent action on the part of students whereby they demonstrate, frequently reciting from memory, that what was
communicated has, indeed, been sucessfully absorbed. Research over the past two decades has proven time and again, that effective learning occurs through the
interaction of the learner with experience. As a teaching model, it is seriously deficient for two reasons:
1. Experience is expected to move beyond rote knowledge to the
development of the more complex learning skills of understanding, application, analysis, synthesis, and evaluation.
2. If learning were to stop there, it would lack the component of
REFLECTION where students are impelled to consider the human meaning and significance of what they study and to integrate that
meaning as responsible learners who grow as persons of competence, conscience and compassion. Kolvenbach, 1993: 20-21
A comprehensive Ignatian Pedagogical Paradigm must consider the context of learning as well as the more explicitly pedagogical process. In addition,
it should point to ways to encourage openess to growth even after the student has completed any individual learning cycle. Thus five steps are involved:
CONTEXT; EXPERIENCE; REFLECTION; ACTION; EVALUATION. Kolvenbach, 1993: 21-22