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Gerlach & Ely

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Kayla Skarbakka

on 18 September 2014

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Transcript of Gerlach & Ely

Gerlach & Ely
The Wolf
You are born under the sign of the Wolf.
In 1971, the instructional design model represented by the Wolf was conceptualized by
As a Wolf, your natural habitat is the face-to-face classroom, be it

The Wolf represents
. You are definitely a thinker — you like to use your mind to attack problems. The Wolf is one of the more systematic and goal oriented of the ID Zodiac.
People born under the sign of the Wolf vary greatly depending on the specific goals and objectives set out before them. They tend to exhibit a split personality depending on the needs of the group. Wolves can act as both the “sage on the stage” and the “guide on the side” to better align with the desired instructional strategy (Gerlach & Ely, 1980).
No matter their role, wolves excel at setting goals and achieving them through careful use of resources, space, and time.
Vernon S. Gerlach and Donald P. Ely, with
and Media: A Systemic Approach.
K-12 or secondary education (Gustafson & Branch, 2012). You thrive in situations where you can directly observe and manipulate your surroundings to achieve your goals.
As a Wolf, you demonstrate a number of desirable traits. Wolves are masters of multitasking and flexibility. As the alpha wolf of your pack, you
simultaneously consider important aspects of classroom management, such as time, resources, and group organization. You also efficiently give and receive feedback by using formal and informal evaluations and
misunderstanding, even when students are not actually “howling” for help (Gerlach & Ely, 1980).
having a watchful eye for both nonverbal and verbal signals of understanding. The Wolf's keen power of observation can detect signs of confusion and
Wolves face their greatest challenges when removed from their natural habitat: a traditional
classroom (Edmonds, Branch, & Mukherjee, 1994). Outside of this setting, as the elements of instruction develop around them, Wolves are limited in the
The Wolf's methods assume a high level of familiarity with the students, an understanding that can be hard to gain in non-traditional learning settings. In
applications of their methods. Instructional approaches used in a traditional classroom are difficult to implement in other settings, such as in online and self-paced learning.
addition, Wolves may find it challenging to develop new strategies and resources given that these processes occur simultaneously (Gerlach & Ely,
You are more pack animal than lone wolf. People born under the sign of the Wolf bear resemblance to several other models
of the same era, when the systems approach began to be popularized (Reiser, 2012). You are generally compatible with people associated with these other models, particularly those who,
like Gaff (as cited in Reiser, 2012), are focused on teacher development and classroom resource allocation.
Edmonds, G. S., Branch, R. C. & Mukherjee, P. (1994). A conceptual framework for comparing instructional design models. Educational Technology Research and Development, 42(4), 55-72.

Gerlach, V. S., & Ely, D. P. (1980) Teaching and media: A systematic approach
(2nd ed.)
. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Gustafson, K. L., & Robert, M. B. (2002).
Survey of instructional development models
(4th ed.). Retrieved from http://files.eric.ed.gov/fulltext/ED477517.pdf

Reiser, R. A. (2012). A history of instructional design and technology. In Reiser, R. A., & Dempsey, J. V. (Eds.),
Trends and issues in instructional design and technology
(3rd ed., 8-16). Upper Saddle River, NJ: Pearson.
Image retrieved from the University of Michigan: http://www.umich.edu/~ed626/Gerlach_Ely/ge_p9.gif
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