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ASSURE Model

23/10/12

Instructional Design Models

ASSURE Model

Overview of Instructional Technology Terms


Instructional Technology: systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems.

Instructional Design: systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. Instructional Development: process of implementing the design plans.
(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)

DEFINITION
A

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

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

ASSURE Model

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.

ASSURE Model

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

ASSURE Model
Analyze

learners State objectives Select instructional methods, media, and materials Utilize media and materials Require learner participation Evaluate and revise

Analyze 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 CHARACTERISTICS
No. of Students: 35

Grade:
Gender: Level :

Form 4
Female and Male Intermediate

Exceptionalities:
Cultural / Ethnic:

Diverse Technological Skills


Multi - Cultural

To find out what learning styles they have, students can visit this website : http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Analyze Learners

Questions to ask :
a. b.

c. d.

What is the learners knowledge base? Do learners have basic technology competencies before entering this level? Have learners mastered the items you are about to teach? What are learners misconceptions on the subject?

State Objectives

Objective clarification
Once 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 Objectives

Focus on learner and not teacher Behaviours must reflect real life concerns and issues. The objectives help to :
a. b. c. d.

identify learners expectations identify necessary requirements assess learning determine needs for appropriate materials and media

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. 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.

Media

Select Methods, Media & Materials

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.

Select Methods, Media & Materials


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 & 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.

Utilise Media & Materials

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

Utilise Media & Materials

Use the 5 Ps :

a. Preview the material b. Prepare the material c. Prepare the environment d. Prepare the learners e. 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.

Require Learner Participation


Divide the class in pairs.
Explain the lesson plan MODEL. activity: create a using the ASSURE

Explain the rubrics that will assess their output. Distribute the easel paper and markers

Require Learner Participation


Organize the groups into the order of presentation. Set up work according the environment. Grade the presentation according to the predetermined rubric.

Require Learner Participation


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 & 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 & Revise

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?

Evaluate & Revise


Formative Evaluation Summative Evaluation

Attain Objectives?
Attitude Towards Experience? Efficiency of Instruction?

Another 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

References

Heinich, Robert et.al. (2002). Instructional Media and Technologies 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 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.

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