If we want to use media effectively we must plan systematically for their use ASSURE MODEL focuses on planning classroom use of media Formal (standardized test) Informal (in-class questioning / out-class interview) c) how much effort students invest in learning 3) Physiological factors - gender differences, health and environmental condition c) learning styles a cluster of psychological traits that determine how individual perceives, interacts with, and responds emotionally to leaning environment.
If we want to use media effectively we must plan systematically for their use ASSURE MODEL focuses on planning classroom use of media Formal (standardized test) Informal (in-class questioning / out-class interview) c) how much effort students invest in learning 3) Physiological factors - gender differences, health and environmental condition c) learning styles a cluster of psychological traits that determine how individual perceives, interacts with, and responds emotionally to leaning environment.
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If we want to use media effectively we must plan systematically for their use ASSURE MODEL focuses on planning classroom use of media Formal (standardized test) Informal (in-class questioning / out-class interview) c) how much effort students invest in learning 3) Physiological factors - gender differences, health and environmental condition c) learning styles a cluster of psychological traits that determine how individual perceives, interacts with, and responds emotionally to leaning environment.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
SYSTEMATIC PLANNING FOR - Formal (standardized test) c) How much effort students
MEDIA USE invest in learning
- Informal (in-class MEDIA SELECTION questioning/ out-class interview • If we want to use media 3) Physiological factors effectively we must plan c) Learning styles systematically for their use - gender differences, health and - a cluster of psychological environmental condition • ASSURE MODEL traits that determine how individual perceives, • ASSURE MODEL – to assure interacts with, and effective use of media 2) State objectives responds emotionally to • ASSURE MODEL – focuses leaning environment - objectives will make us to select on planning classroom use appropriate methods and media Learning styles categories: of media - it will lead us to create a learning 1) Perceptual preferences and environment so that the strengths objectives can be reached 1) Analyze learners - Auditory The ABCDs of Well-stated - General characteristics - Visual Objectives
- Specific entry competencies - Tactile 1) Audience
- Learning styles - Kinesthetic 2) Behaviour – observable and
measurable behaviour a) General characteristics 2) Motivational factor 3) Conditions – under which - Demographic background - Various emotional factors the performance to be may influence: observed b) Specific entry competencies a) What we pay attention to 4) Degree – the acceptable - Pre-requisite knowledge or performance will be judged- skill to begin the lesson b) How long we pay attention - quantitative : time and 3) Select Methods, media and situation, learner variables, accuracy materials nature of
- qualitative : e.g. a sample 3 steps: the objectives
of answer 1) Choosing a method
2) Choosing a media format 3) Obtaining specific
Classifications of objectives – materials Blooms’ 3) Obtaining specific materials a) Selecting available materials 1) Cognitive domain – involves an array of intellectual - ‘off the shelf’: ready made and capabilities available 1) Deciding on the 2) Affective domain – involves appropriate teaching - involving the Media Specialist feeling and values methods b) Selecting available materials (encouraging healthy social – Lecture?? Simulation? attitudes, adopting a set of Discussion?? - we Criteria: ethical standards) will probably incorporate two - does it match the curriculum? 3) Psychomotor domain – or more methods involves athletic, manual - Is it accurate and current? and other physical skills - does it contain clear and concise 2) Choosing a media format language? OBJECTIVES – are not intended to limit what a student learns - the physical form in which a - will it arouse motivation and message is incorporated and maintain interest? OBJECTIVES – provide a minimum displayed level of expected achievement - is it of good technical quality is - Flip chart?? Slides?? there evidence of its Acknowledge individual Multimedia?? differences in stating the effectiveness? objectives - Consider instructional setting c) Designing new materials or Consider: Proper warm-up: - whether the students are learned what supposed to be - Equipment – to produce or -overview of the lesson, rationale learned? use the materials of the lesson - method of evaluation depending - Facilities – available or 5) Provide the learning experience on the nature of the objectives not?? - showmanship - Time – do have a time to design new materials?? - teacher centred or students 2) Evaluation of Media and centred?? Methods
- were the instructional media and
4) Utilize Media and method effective?? Materials 5) Require learner participation -could they be improved? Follow the 5 Ps: - Active participation in the -through: class discussion, 1) Preview the materials learning process enhances learning interviews and observation of - Participation may include: student behaviour - to avoid embarrassment practicing new vocabulary, solving - to avoid sensitive content math problems on a worksheet, project paper
- Some media formats can attract
2) Prepare the materials students to participate more than -determine in what sequence the others materials will be used
3) Prepare the environment
6) Evaluate and revise - location 1) Evaluation of learner - situation achievement