The ASSURE Model

(From Instructional Media and Technologies for Learning by Heinich, Molenda, Russell, Smaldino, 1999) Analyze learners State objectives Select instructional methods, media, and materials Utilize media and materials Require learner participation Evaluate and revise The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning. The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of media in instruction. Analyze learners Before you can begin, you must know your target audience (your students). You need to write down the following information about your students: General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or social problems, socioeconomic level, and so on. Specific entry competencies - prior knowledge, skills, and attitudes. Learning styles - verbal, logical, visual, musical, structured, and so on. State objectives Once you know your students, you can begin writing the objectives of your lesson. Objectives are the learning outcomes, that is, what will the student get out of the lesson? The ABCD's of writing objectives are: Audience (who are your students?) Behavior to be demonstrated Conditions under which the behavior will be observed Degree to which the learned skills are to be mastered.

Example: Fifth grade social studies students (Audience) will be able to name at least 90% (Degree) of the state capitols (Behavior) when given a list of states (Condition). Select instructional methods, media, and materials Once you know your students and have a clear idea of what they should get out of the lesson, then you are ready to select the: Instructional method that you feel 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 your students with the help they need in mastering the objectives. Materials might be purchased and used as is or they might need some modifications. You can also design and create your 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, laserdisk player, VCR, and so on. Utilize media and materials Now it's time to do your lesson and use the media and materials that you have selected. You should always preview the materials before using them in a class and you should also use the equipment in advance to be sure it works and you know how to use it. If you use electronic equipment, don't assume that everything will work. Be sure to have a plan B. Hardware and software are created by humans. Humans make mistakes and so software has mistakes in it. Hardware can malfunction. Don't get discouraged if technology lets you down. Make sure that your instructional materials are suitable and working the best you can and then use it in the classroom. Require learner participation Remember, students learn best when they are actively involved in the learning. The passive learner has more trouble learning whatever we try to pour into his/her brain. Whatever your teaching strategy, you can incorporate questions and answers, discussions, group work, hands-on activities, and other ways of getting students actively involved in the learning of the content. It is up to you, the teacher, to make sure that all your students have opportunities to participate in the learning activities in the unit plan. Avoid lecturing for an entire hour. Listen to your students and allow them to become aware of the content. Allow them to learn as opposed to trying to "teach" them. Evaluate and revise This last stage is often neglected but it is the most important one. Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done. Sometimes a lesson may seem like it would be great, at least on paper. But then

when you actually teach the lesson with a specific set of students, you might discover there were several things that did not seem to work. Your 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 you to manage. The assessment you used might have shown that students didn't learn what you tested for. This might mean that you did not accurately test for the stated objectives, the method of assessment needs to be revised, or the lesson did not permit enough time for the students to master the objectives. 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. Sources: (From Instructional Media and Technologies for Learning by Heinich, Molenda, Russell, Smaldino, 1999) http://www2.unca.edu/education/edtech/techcourse/assure.htm

How to apply ASSURE model in teaching and learning process APPLICATION ASSURE MODEL IN LESSON PLAN

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Introduction

The ASSURE model is an instructional guide for planning and conducting lessons that integrate media and technology while focusing on the learner's needs. Unlike most instructional design model, the Heinich, Molenda, Russell, Smaldino (1999) model does not have a visual representation or diagram. Instead the model is described by the use of acronym ASSURE. It is based on six classroom procedures that Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Require Learner Participation, and Evaluate and Revise. We, Sharifah Norfadhilla Bt Wan Hipni, Siti Nursyuhada Bt Mahd Nayai, Mohd Yusop bin Azizan and Nur Idayu Bt Che Seman have created an instructional unit based on the ASSURE model for a topic Manasik Hajji in Pendidikan Islams subject for Form 4 students. This assignment was part of a Education program at the Islamic Science University of Malaysia in Instructional Designs subject. We wish to thank our instructor Miss Hazlina BT Abdullah for sharing her knowledge and information in educational design.

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ASSURE Model and its components.

The ASSURE Model is an ISD ( Instructional Systems Design ) that was developed by Heinich, Molenda, Russell, Smaldino (1999). It is a process that was modified to be used by teachers in the regular classroom. It is a very logical and simple design model. Despite or maybe due to that simplicity it is a very powerful and practical model. Created to be a procedural guide for planning and conducting instruction that incorporates media (Heinich et al., 31) Heinich, Molenda, Russell and Smaldinos ASSURE model incorporates Gagns events of instruction (Gagn, 1985). A well-designed lesson starts by capturing the learners attention, stating objectives that are to be met, presents new material, engages the student in practicing, assesses understanding provide feedback and finally provides follow-up activities. The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. And we use this process in writing our lesson plans and in improving teaching and learning.

ASSURE MODEL Analyze learners Learners General Characteristics The al-Hajj slides is for Form 4 students, capacity 20 students, enrolled in a general Pendidikan Islam class geared toward the average learner. All the students are 16 years old. None of the students have learning disabilities but they are culturally diverse. They come from various socioeconomic environments; however, all the students are Malay and Muslim who live in a town area. Generally, the students behave well when the lesson integrates interactive activities that focus on topics of interest especially by using Al-Hajj slides. Specific Entry Competencies The prior knowledge and students experience about topic haji will be test by show the picture, questionnaire and discussion. The teacher will ask the student by flashback what did they learn before. For example, the teacher ask about rukun islam and connection with haji. For skills, students already major the Pendidikan Islam subject because they already passed for the Penilaian Menengah Rendah examination. So, their knowledge in this subjects are generally good.

Learning Styles

The students dislike reading from textbooks. They prefer updated material of real-life issues. They appear to learn best in cooperative team settings. They like to work on projects and conduct oral presentations. Some of them do not test well on paper-and-pencil assessments. Therefore, Al-Hajj slide allow them to know in advance the objectives and expected outcome of their performance. These slideshow also presented updated material such as attractive audio visual presentation and also using variety of colours to attract students attention and interest.

State objectives

The objectives of the instructional unit at the end of learning process : 1. 2. 3. Students will be able to define and elaborate about hajji. Students will be able to recognize the compulsory terms in hajji. Students will analyze and identify the compulsory and sunat matter in hajji.

4. Students will collaborate as a team and able to discuss about haji topics and also capable of answering the question at the same time. 5. Students will analyze one of the audio visual presentations given by teacher in Al- Hajj slides and answer the questions individually. 6. Students also will be able to present their knowledge and retention that they gained from the Al- Hajj slides in front of the class. 8. Students will be able to evaluate the Al- Hajj slides and they will indicate what they liked and what they would like to change by adding their comments and feedback.

S= SELECT MEDIA AND MATERIALS The instructor first selects a teaching method, followed by materials and equipment that are available at school. The teacher also develops instructional materials and evaluation guidelines. The method chosen was large-group instruction with small groups. The lesson will begin with the use of a LCD projector and a large screen to introduce the activities prior to the Al- Hajj slides,, the presentation of Al-Hajj slides and activities that follow. The projector and screen are available in the classroom. We choose Al-Hajj slides because it is ideal as an instructional tool that integrates

technology and involves students in higher order thinking skills such as analysis, synthesis, and evaluation.

The Al-Hajj slides helps students learn, know and understand more about hajis topic. They are inquiry-based activities that appeal to both students and teachers because they provide structure and guidance. The teacher will conduct a presentation and discussion among the students.After that, students will be able to conduct discussion amongs themselves. Using MSWord, we will provide sets of handout completed with questionnaire to students about hajji . We also prepared a games called DAM acronym for Dapat Haji Mabrur games, that equipped with questionnaire also about hajji but more enjoyable way of learning.

Utilize media and materials Preview the Materials We previews all the slides and also our games DAM to make sure it work properly . Prepare the Materials The teacher prepares Al- Hajj slides , the DAM game, and handouts using PowerPoint and MSWord software. The teacher makes sure that the necessary equipment is working and accessible for the students to use. The equipment will be available in the classroom: computers, projector, and large screen. Prepare the Environment The classroom will always be set up for small teamwork. There is a mini lab in the classroom with six computers. One computer will be assigned to each team for their use. During this time the rest of the teams will have access to the computer lab to explore Al- Hajj slides.

Prepare the Learners To prepare the students, the teacher presents the overall plan and objectives for the lesson. The teacher will presents the Al-Hajj slides and conducts a whole class discussion each one of the evaluations guidelines using the large screen projector with the teachers laptop computer. The teacher quickly reminds the students about the importance of hajjis topic because it is a must have topic in the Pendidikan Islam examination. Then, give a briefly review about the game that they will play which is DAM after they watch the slideshow.

Provide the learning Experience

During the introductory phase of this unit, the teacher presents materials using a laptop computer and the large screen projector. The only place for the projector is at the center of the room over a tall cart attached to the teachers laptop computer. The large screen is right in front and center of the class. A laptop computer connected to a desktop computer that located on student table. The other 5 computers are set around on each table at each team in the class. Four students in each team for one computer.

Require learner participation

Large Group Activities At the beginning of the lesson, as a review, and introduction, each student will have a white board and expo marker to answer questions from the slides. The instructor will ask questions regarding the slides, to check for students retention, to review, and warm-up for the understanding. Each student will answer the questions on their individual white board and hold it up for the teacher to check. The instructor will be able to see which student has answered correctly and who needs more review or to reread the slides. After the review, the instructor will pass out a copy of the questions asked with the answers missing. In addition, the instructor will project a PowerPoint presentation of the Al-Hajj slides on a large screen.

Small Group Activities Following the large-group instruction, the students will form teams of four to participate in DAM game. They will receive a game with instructions. Prior to the game, students will read the instruction of the game and teacher will make sure students understand rules and how to play the game. Each student will be able to participate because we prepare 5 units of games for 20 students.

Technology Students will utilize the computer lab to watch and explore for themselves Al-Hajj slides after being presented by teacher. They have chance to try learn in group what in Al- Hajj slides but still monitor by teacher. Each team will have one computer assigned during the lesson.

Evaluate and revise

Assessment of Learner Achievement The following rating for will be used to evaluate students knowledge of the hajjis topics.

1. Individual Questionnaire either formative or summative evaluation.

2. Examination

3. Team Presentation

Evaluation of Media and Methods

The students will evaluate the Al- Hajj slides and DAM game as an instructional media by answering the questionnaire giving by teacher. The teacher will also ask them to write a suggestions or comments in a form prepared by teacher. The form also include request paragraph for students to state briefly what they liked most, and what they liked least about the unit, and what they learned in the process.

Evaluation of Overall Instruction

At the end of the lesson, students will evaluate their work so that the teacher can revise and improve the instructional lesson plan. The instructor will analyze the evaluations of the students and the students evaluations on the unit to assess the effectiveness of the Al-Hajj slides and DAM game and if the final projects met the objectives of the unit. In addition, the instructor will evaluate student objectives either it is success to achieve the objectives or not.

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CONCLUSION

Upon completion of this project on learning theories, instructional design and lesson plan, we have not only accomplished our objective, but gained insight and appreciation for the different learning theories and instructional design. It was interesting for us to find that we are not alone in our perspective regarding learning theories and instructional design. There is a place for each theory within practice the instructional design, depending upon the situation and environment. We especially favor the idea of using an objective approach to provide the learner with an anchor before they set sail on the open seas of knowledge. A basic understanding of the material in question provides the learner with a guiding compass for further travel. Another consideration is distinction between training and education. In school setting, the teacher may be challenged to provide material that fosters an individual to find divergent approaches to problem solving. Whichever situation the teacher find themselves in, they will require a through understanding of learning theories to enable them to provide the appriopriate learning environment. Finally, though Instructional Design may have a behaviorist tradition, new insights to the learning process continue to replace, change and alter the process. Advancements in technology make branched constructivist approaches to learning possible. With intelligent application of learning theory strategies and technology, the teacher will find solutions to learning requirements of the 21st century.