The ASSURE Method / Model

A – Analyze Learners

S- State Objectives

S- Select methods, Media, and Materials

U- Utilize Media and Materials

R- Require Learner Participation

E- Evaluate and Revise

ASSURE

A method used originally by the US Air force

When Dr Robert Gagné was the Director of the

learnig Laboratory.

His learning theory called the "Conditions of

Learning".

His research revealed that a well-designed

lesson begins with the arousal of the student.

The break down of ASSURE

A- Analyze Learners: A common ground

between the learner and the content of the

method, media and materials to be used is

vital in the success of instruction. While

impossible to examine every trait, there are

several that are critical and need to be taken

into consideration when making instructional

decisions.

3 traits worth analyzing …

General Characteristics

Learning Styles

Specific entry competencies

General Characteristics

Even a superficial analysis of general

characteristics can provide great leads into

selecting the correct support material,

methods, and media

Among the basics:

Age

Gender

Grade Level

Culture

More… Different groups of students call for different

approaches. Homogeneous groups are rare

and even when working with one, their

instructional demands may call for further

analysis. (Dale’s Cole Experience)

People remember 20% of what they hear,

10% of what they read, 30% of what they

see, 50% of what they hear and see, 70% of

what they say and write, and 90% of what

they say as they do it.

Learning Styles

Learning Styles are based on how the

individual perceives, interacts, and responds

to a learning environment.

Dr Howard Gardner believes that not all

people learn in the same way and they do not

have the same abilities. Gardner identified 7

different intelligences (later revised to 9…

Naturalist and Existentialist.

Gardner’s Theory

Implies that teachers and administrators, as

well as curriculum planers and media

specialists need to work together to develop

a curriculum in which the students can

develop these different intelligences. He also

stated that student’s strengths and

weaknesses in each of these areas vary.

Specific Entry Competencies

Two assumptions that will come back to haunt you :

The student lack the skills and knowledge for what

you are about to teach them

The student possesses the skills and knowledge for

what you are about to teach them

We all know what happens when we ASS-U-ME

What to do about

Assumptions?

Verify them

Entry Test

Interviews

Set Prerequisites

Other factors

There are other factors to be considered

when assessing competencies:

Motivation

Physiological factors (health, gender, hunger,

temperature as explained by Dunn & Dunn

Next Letter

S- State objectives: What learning outcome is

every student / participant expected to

achieve?

Remember that an objective is what will be

achieved, not how it will be achieved.

Objective should always be as specific as

possible

ABCD’s of Well-Stated

Objectives

Audience

Behavior

Conditions

Degree

Audience

In a learning environment, learning is

measured not by what the teacher is doing,

but by what the student is doing.

Learning is more likely to take place when the

learners are actively participating; mentally

and/or physically.

Behavior

It is important to be clear as what the learner

is able to do after completing instruction…

Terms like Know, understand, appreciate,

and others like them are consider vague and

non-observable.

Use of terms like describe, enumerate,

develop, categorize and demonstrate is

preferred because they denote observable

performance.

Conditions

Conditions in which the performance is to be

observed should be included. How is it going

to be done?

Example: student will identify tropical fruits.

How is/she going to do that? From a picture,

a film, tangible object?

Would the student be able to see notes?

Is there a time frame?

Degree

As in degree of accuracy.

How accurate the performance needs to be?

Example: After learning the use of a

manufacturing machine, how many units shall

the learner produce? In how long?

The degree along with the conditions are

often left out of the lesson plan…. A mistake

!!!!

Select The 3 M’s

Methods

Media

Materials

3 Steps in selecting the 3 M’s

Relation between Method and Learning Task

Media Format

Obtaining Materials to fit the Learning Task

Keep it simple, Keep it simple!!

Do not re-invent the wheel

Do not be afraid to ask

Seek help

Show how good the material is, not the media

Choosing the Method

“There is more than one way to skin a cat”

In reality, not method is superior to all others,

or serve all learning needs equally

Variety is the spice of life

What works for one ….does not for others

Media Format …

In simple words is the vehicle used to display

and transport information. It is audience

based, and there is an issue of reliability.

All formats have their strengths and

limitations. There is virtually a new one every

day… making the process of choosing the

media format a rather complex one.

Some Media Formats

Still Images

Text

Flip Cards

Computers & Multimedia

Audio (voice-music)

TV

Overheads

Show and Tell

Obtaining Materials

There are 3 overall alternatives in obtaining

materials to fit the learning task:

You can only work with what you have

Improvise with what you have

Make your own

How do you go about it?

Get people involve

Run the idea by others (brainstorm)

See what others have done

Survey the sources

Seek an specialist

Media Guides

NICEM

?

Criteria

Does it match the curriculum?

Current

Language

Reading level

Maintain interest

Technical quality

PC and Bias-Free

What does the audience take home?

When your own is all you got!

Objective

Audience

Cost

Stick with what you know…at first

Equipment

Facilities

Time

Utilize Media and Materials

Availability of Media is an ever-changing

matter

Who is using it is what matters

Student centered

Teacher Centered

5 P’s…

Preview the materials: Save yourself from some

embarrassment

Prepare the Material: Do not Assume!

Prepare the environment: Have everything ready

Prepare the learners: Introduction and

motivation… give some expectations

Provide a learning Experience: They remember

your presentation, not you giving it!

Showmanship

Refer to page 20-21 of the ASSURE file

Please….

Require Learner Participation

Learning styles

John Dewey

Learning theories

Curricular design

Feedback

Evaluate and Revise

Remember that you are not only evaluating

the material …but the media used as well.

Evaluate thoroughly and often

Do not be afraid to modify on the go

…sometimes it is needed

Asses depending on the nature of the

objective

Use as many different evaluation as possible

ASSURE

THE END