THE ASSURE MODEL

The ASSURE Model focused on planning surrounding the actual classroom use of media and technology .

1.  Analyze the Leaners

     If instruction media and technology are to be used effectively, there must be a match between the characteristics of the learner and the content of the methods,media, and material. Several factors,however, the critical for making good methods and media decisions :

      a.       General characteristics

              General characteristic include broad  identifying descriptors such  as  age, grade  level, job or position, and cultural or socioeconomic factors.

 b.       Specific Entry Competencies

        When you begin to plan any lesson, your first assumption is that the learners lack the knowledge or skills you are about to teach and  that they possess the knowledge or skills needed to understand and  learn from the lesson.

c.       Learning Styles

    Learning style variables discussed in the literature can be categorized as perceptual preferences and strengths, information processing habits, motivational factors, and  physiological factors.

      • Learning style variables discussed in the literarute can be categorized as:

a)      Perceptual Preferences and Strengths.

       Learners vary as to which sensory gateways they prefer using and which they are especially adept at using. The main gateways include auditory, visual, tactile and kinesthetic.

b)    Information Processing Habits.

       This category includes a range of variables related to how individuals tend to approach the cognitive processing of information.

c)      Motivational Factors.

       A helpful approach to describing student motivation is Keller’s (1987) ARCS model from the instruction.

d)      Physiological Factors.

       To gender differences, health, and environmental conditions are among the                         most obvious influences on the effectiveness of learning.

1  2.     State the Objectives

The seconds step in the ASSURE model is to state the objectives of instruction.

•       Example 1:

“my students will improve their mathematical skills”

•       Example 2:

“the second-grade students will be able to solve accurately seven out of eight single-digit addition problems”

•     THE ABCDs of Well-Stated Objectives

      a.       Audience

                    A major premise of systematic instruction is to focus on what learners are doing, not on what the teacher is doing. For example, “ninth-grade algebra students” or “newly hired sales representatives”.

b.      Bihavior

                    Objective is the verb describing the new capability that the audience will have after instruction. Better words include define, categories, and demonstrate. 

          c.    Conditions

                  A statement of objectives should include the conditions under which the performance is to be observed.

d.      Degree

                  The final requirement of a well stated objective is that it indicates the standard, or criterion, by which acceptable performance will be judged.

e.       Classification of Objective

           Classifying objectives is much more than an academic exercise for educational psychologist. 

      • Three categories of learning are widely accepted:

1)    The cognitive domain is learning involves an array of intellectual capabilities that         may be classified either as verbal/visual information or as intellectual skills.

2)     The affective domain involves feelings and values.

3)     The motor skill domain is learning involves athletic, manual, and other such                 physical skills.

f.       Objectives and Individual Differences

               Objective in any of the domains just discussed, of course be adapted to the abilities of individual learners. For example, in a physical education class with students of mixed ability for instance “ the midsemester  goal might be for all to be able to complete a run of 100 meters outdoors, but the time standards might vary. For some, 12 seconds and for some 20 might be realistic. For a student with physical disabilities, it might be a major victory to move 10 meters in one minute”.

      3.     SELECT METHOD, MEDIA AND MATERIAL

        The Selection has three steps :

1)      Deciding on the appropriate method for the given learning task.

2)      Choosing a media format that is suitable for carrying out the method.

3)   Selecting, modifying, or designing specific materials withing that media format.

      •     Choosing a method

              First,it would be overly simplistic to believe that there is one method that is superior to all others or that serves all learning needs equally well.

      •     Choosing a media format

               A media format is the physical form in which a message is incorporated and displayed. MEDIA FORMAT include: flip charts, slides, audio, video and computer multimedia.

      •     Selecting available materials

           The majority of instructional materials used by teachers and trainers are “off the self” that is ready-made and available from school, district, or company collection or other easily accessible sources.

       •     Modifying existing materials

        If you cannot locate entirely suitable materials and media off the self, you might be able to modify what is available. This can be both challenging and creative terms of time and cost, it is a more efficient procedure than designing your own materials, although the type and extend of necessary modification will, of course, vary.

       •     Designing new materials

         It is easier and less costly to use available materials, with or without modification, than to start from scratch. There is seldom for reinventing the wheel. Certain basic elements when designing new materials: objective,audience,cost,technical expertise,equipment,facilities and time.

       4.      Utilize Materials

Use of media and materials for the students and teachers by using 5p :

-          Preview the Materials

-          Prepare the Materials

-          Prepare the Environment

-          Prepare the Learners

-          Provide the Learning Experience

        5.      Require Learner Participation

         Educators have long realized that active participation in the learning process enhances learning.  In the early 1900s John Dewey urged reorganization of the curriculum and instruction to make student participation central. Later, in the 1950s and 1960s, experiments employing behaviorist approaches demonstrated that instruction   providing for constant   reinforcement   of desired behaviors is more effective than instruction in which responses are not reinforced.

         Educators have long realized that active participation in the learning process enhances learning.  In the early 1900s John Dewey urged reorganization of the curriculum and instruction to make student participation central. Later, in the 1950s and 1960s,experiments employing behaviorist approaches demonstrated that instruction   providing for constant reinforcement of desired behaviors is more effective than instruction in which responses are not reinforced.

     All perspectives also emphasize the importance of feedback (productive critical evaluative response) :

-     Behaviorists, because knowledge of correct response serves as a reinforce of appropriate behaviors.

-       Cognitivists, because information about results helps to enrich learners' mental schemata.

-  Constructivists, because meaning (and knowledge) is enhanced with each personal experience.

-       Social psychologists, because interpersonal feedback provides both corrective information and emotional support.

     6.      Evaluate and Revise

      Three purposes of Evaluation :

           1)      Evaluation of  learner achievement.

           2)      Evaluation of media and methods.

           3)      Evaluation of the instructional process.

Source : Heinich, Molenda, Russell, Smaldino et. 2002. Instructural Media  and Technologies for Learning volume 7. California: The University of California.