ASSURE Model

ASSURE ModelASSURE Model

23/10/12

Instructional Design ModelsInstructional Design Models

ASSURE Model

Overview of InstructionalTechnology Terms

Overview of InstructionalTechnology Terms

¤ Instructional Technology: systemic and systematicapplication of strategies and techniques derived frombehavioral, cognitive, and constructivist theories to thesolution of instructional problems.

¤ Instructional Design: systematic development ofinstructional specifications using learning andinstructional theory to ensure the quality of instruction.

¤ Instructional Development: process of implementingthe design plans.

(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)

DEFINITIONDEFINITION

““A lesson plan A lesson plan designed and designed and developed to create developed to create the most the most APPROPRIATE APPROPRIATE learning environment learning environment for the students.”for the students.”

Source: http://www.unca.edu/education/edtech/techcourse/assure.htm


ASSURE model -an ISD process which has been adapted to be used in the learning and teaching in the classroom.

ISD process- can be used in designing and developing the most effective and suitable learning environment.

Can be utilised in the process of lesson planning as well as in improving the process of learning in the classroom.


Developed by Heinich, Molenda, Russell & Smaldino (2002)

A procedural guide for planning & carrying out instruction , integrating technology into the T & L process

Systematic approach in writing up lesson plans

Help teachers organise instructional procedures and perform assessment of students’ learning

Analyze learners State objectives Select instructional methods, media,

and materials

Utilize media and materials Require learner participation Evaluate and revise


Analyze LearnersAnalyze Learners

The target

- General characteristics- grades, age, ethnic composition, gender, whether they have mental, emotional, physical or social problems, socio economic status etc.

- Specific competency levels – prior knowledge, skills and attitudes

- Learning styles - Perceptual preferences and strengths, information processing habits, motivational factors and physiological

factors (Clymer, 2007)

GENERAL CHARACTERISTICSGENERAL CHARACTERISTICS

No. of Students: No. of Students: 3535

Grade:Grade: Form 4 Form 4

Gender:Gender: Female and MaleFemale and Male

LevelLevel :: IntermediateIntermediate

Exceptionalities:Exceptionalities: Diverse Technological SkillsDiverse Technological Skills

Cultural / Ethnic:Cultural / Ethnic: Multi - CulturalMulti - Cultural

•http://www.engr.ncsu.edu/learningstyles/ilsweb.html

• To find out what learning styles they have, students can To find out what learning styles they have, students can visit this website :visit this website :

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Questions to ask :

a. What is the learners’ knowledge base?b. Do learners have basic technology

competencies before entering this level?

c. Have learners mastered the items you are about to teach?

d. What are learners’ misconceptions on the subject?

Analyze LearnersAnalyze Learners

Objective clarificationOnce students are identified, begin writing the objectives of the lesson. Objectives are the learning outcomes, that is, what will the student get out of the lesson?

The ABCD's of writing objectives (Mager, 1984)are:

Audience (who are the students?) Behavior to be demonstrated Conditions under which the behavior will be

observed Degree to which the learned skills are to be

mastered.

State ObjectivesState Objectives

Focus on learner and not teacher Behaviours must reflect real life

concerns and issues. The objectives help to :

a. identify learners’ expectationsb. identify necessary requirementsc. assess learningd. determine needs for appropriate

materials and media

State ObjectivesState Objectives

Select Methods, Media & Materials


What media on, what material, what method?

Instructional method that what the teacher feels is most appropriate to meet the objectives for these particular students.

Media that would be best suited to work with your instructional method, the objectives, and your students. Media could be text, still images, video, audio, and computer multimedia.

Materials that provide students with the help they need in mastering the objectives.

Materials might be purchased and used as they are or they might need some modifications.

Design and create own materials for the students to use.

Materials would be specific software programs, music, videotapes, images, but would also be equipment, i.e., overhead projector, computer, printer, scanner, TV, disc player, VCR, and so on.



Should be selected following students’ needs

Follow learning objectives Appropriate for teaching Consistent with learners’ learning styles

& capabilities Match the curriculum Accurate & current Motivated and maintaining interest Free from biasness



Utilise Media & MaterialsUtilise Media & Materials

Time to conduct the lesson and use the media and materials that are selected.

Always preview the materials before using them

Use the equipment in advance to be sure it works and teachers know how to use it.


Don't get discouraged if technology lets the planning down.

Be sure to have a plan B

Emphasize on usage of audio & video

Make sure that the instructional materials are suitable and working it to the most efficient


Use the 5 P’s :

a. Preview the materialb. Prepare the materialc. Prepare the environmentd. Prepare the learnerse. Provide the learning experience

Require Learner Participation


Incorporate questions and answers, discussions, group work, hands-on activities, exercise, simulation, quiz

Listen to the students and allow them to become aware of the content. Allow them to learn as opposed to trying to "teach" them.

• Divide the class in pairs.Divide the class in pairs.

•Explain the activity: create a Explain the activity: create a lesson plan using the ASSURE lesson plan using the ASSURE MODEL.MODEL.

•Explain the Explain the rubrics that will assess that will assess their output.their output.

•Distribute the easel paper and Distribute the easel paper and markersmarkers


• Organize the groups into the Organize the groups into the order of presentation.order of presentation.

• Set up work according the Set up work according the environment.environment.

• Grade the presentation according Grade the presentation according to the predetermined rubric.to the predetermined rubric.


• Role playing improves retention of information over lecture

presentation (Quinsland, 1986)

• Students with lower reading skills did as well on tests as students with higher reading skills, if they interacted with the material. (Dowaliby & Lang, 1999)


Evaluate & ReviseEvaluate & Revise

Often neglected – but important one Users’ feedback

- The expectations might be too high or too low. - The materials used might not have been appropriate for the grade level or the material might not be very motivating.- The instructional strategy might not have got students interesting in participation or the strategy might have been difficult for the teacher to manage. - The assessment used might have shown that students didn't learn what they should have

Evaluate students’ performance – have they achieved the learning objectives?

Evaluate media components – whether they help in achieving the learning objectives

Evaluate instructor performance – how does the teacher measure her performance to see if she has been an effective instructor?


• Formative Evaluation

• Summative Evaluation

• Attain Objectives?

• Attitude Towards Experience?

• Efficiency of Instruction?


Another modelsAnother models Hanaffin & Peck Dick & Carey Robert Glasea Rapid Prototyping Jerold Kemp Gerlach & Ely Branson Diamond Smith & Ragan Gentry Reiser & Dick Van Patten Leishin, Pollock & Reigeluth

ReferencesReferences

Heinich, Robert et.al. (2002). Instructional Media andTechnologies for Learning, 7th Edition, Prentice-Hall;

Gagne, RM, Briggs, L.J., & Wager, W.W. (1992) Principles of

Instructional Design, 4th Edition Harcourt Brace Jovanovich

Diamond, Robert M. Designing and Improving Courses and Curricula in Higher Education. San Francisco, Jossey-Bass, 1989.

Dale, Edgar. Audio-Visual Methods in Teaching, 3rd ed., Holt, Rinehart & Winston, New York, 1969, p. 108

Bruner, Jerome S. Toward a Theory of Instruction, Harvard University Press, Cambridge, MA, 1966, p. 49

Thank youThank you

You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners.

ASSURE Model

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