I went back to the first chapter of the book and re-read what was said there about teachers and this method of instructional design. I am comforted to recall that the book states that most teachers will hardly ever use this process in its entirety, but rather pick and choose from the skills they have learned. The book also stresses that after learning this discipline of instructional design, most teachers find that the way they approach teaching will be forever changed, and that the reader ought to reserve judgement until after they have also implemented the methods.
I am reminded of two things I actually enjoyed in high school - sentence diagramming, and solving complicated math problems. I remember many friends then (and students I tutor now!) saying that they could never see a time when they'd use these very complex skills. Although I did happen to enjoy both of these activities (wierd, I know. . .) I have to admit that both disciplines have changed my way of thinking in very positive ways. I find that, due to diagramming sentences, I understand (and remember!) grammatical structures that others I know barely remember learning. And although math has been useful to me in my life, I also believe that the study of complicated math problems helps us with our logical reasoning skills even if we never formally use the skills in our adult life.
Maybe (I hope) this detailed process of Instructional Design is the same way. As an educator, I don't plan to go through the whole process, at least in the detail we have in class. But I am hoping that the things I am learning will help me as I structure lesson plans and assessments in my future life.
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