CHAPTER 3CHAPTER 3

THE ASSURE MODELTHE ASSURE MODEL

Carol HensleyCarol Hensley

September 10, 2003September 10, 2003

THE ASSURE MODELTHE ASSURE MODEL

WHAT IS THE ASSURE MODEL?WHAT IS THE ASSURE MODEL?

The ASSURE model is a The ASSURE model is a systematic plan for instructors to systematic plan for instructors to use when planning classroom use when planning classroom use of media and technology.use of media and technology.

HOW DOES THE ASSURE HOW DOES THE ASSURE MODEL WORK?MODEL WORK?

Gagne’ (1985) refers to the stages of Gagne’ (1985) refers to the stages of the learning process as “events of the learning process as “events of instruction”. According to Gagne’s instruction”. According to Gagne’s research, well-designed lessons research, well-designed lessons progress through several stages:progress through several stages:• Arousal of student’s interestArousal of student’s interest• Presenting new materialPresenting new material• Involve student in practice with feedbackInvolve student in practice with feedback• Assess the student’s understandingAssess the student’s understanding• Follow-up activities with studentFollow-up activities with student

ASSURE MODELASSURE MODEL

ASSURE is an acronym coined by the ASSURE is an acronym coined by the authors of our textbook which in their authors of our textbook which in their words, “is intended to assure words, “is intended to assure effective instruction.” This chapter effective instruction.” This chapter explains their plan.explains their plan.

ASSURE MODELASSURE MODEL

AANALYZE LEARNERSNALYZE LEARNERS

SSTATE OBJECTIVESTATE OBJECTIVES

SSELECT METHODS, MEDIA, & MATERIALSELECT METHODS, MEDIA, & MATERIALS

UUTILILIZE MEDIA & MATERIALSTILILIZE MEDIA & MATERIALS

RREQUIRE LEARNER PARTICIPATIONEQUIRE LEARNER PARTICIPATION

EEVALUATE AND REVISEVALUATE AND REVISE

ANALYZE LEARNERSANALYZE LEARNERS

GENERAL CHARACTERISTICSGENERAL CHARACTERISTICS SPECIFIC ENTRY COMPETENCIESSPECIFIC ENTRY COMPETENCIES LEARNING SYTLES - how an individual LEARNING SYTLES - how an individual

perceives, interacts with, and responds perceives, interacts with, and responds emotionally to learning environmentsemotionally to learning environments• PERCEPTUAL PREFERENCES & STRENGTHSPERCEPTUAL PREFERENCES & STRENGTHS• INFORMATION PROCESSING HABITSINFORMATION PROCESSING HABITS• MOTIVATIONAL FACTORSMOTIVATIONAL FACTORS• PHYSIOLOGICAL FACTORSPHYSIOLOGICAL FACTORS

Perceptual Preferences & StrengthsPerceptual Preferences & Strengths Learners vary greatly as to which sensory Learners vary greatly as to which sensory

gateways they prefer using and which they are gateways they prefer using and which they are especially adept at using. The main gateways are:especially adept at using. The main gateways are:• AuditoryAuditory• VisualVisual• TactileTactile• KinestheticKinesthetic

Proponents of the importance of this variable Proponents of the importance of this variable claim that slower and younger learners tend to claim that slower and younger learners tend to prefer tactile or kinesthetic experiences; sitting prefer tactile or kinesthetic experiences; sitting and listening are difficult for them. Auditory and and listening are difficult for them. Auditory and visual abilities tend to improve with maturity.visual abilities tend to improve with maturity.

GREGORC’S MODEL OF GREGORC’S MODEL OF “MIND STYLES”* (Processing Habits)“MIND STYLES”* (Processing Habits)

Concrete sequential learners prefer Concrete sequential learners prefer direct hands-on experiences presented direct hands-on experiences presented in a logical order. Prefer - Workbooks, in a logical order. Prefer - Workbooks, programmed instruction, programmed instruction, demonstrations, and structured demonstrations, and structured laboratory exercises.laboratory exercises.

Concrete random learners lean toward Concrete random learners lean toward a trial-and-error approach and learn a trial-and-error approach and learn quickly from laboratory experiences. quickly from laboratory experiences. Prefer - Games, simulations, Prefer - Games, simulations, independent study projects, and independent study projects, and discovery learning.discovery learning.

Abstract random learners are Abstract random learners are distinguished by their capacity to draw distinguished by their capacity to draw meaning from human-mediated meaning from human-mediated presentation and respond to tone and presentation and respond to tone and style of the speaker as well as the style of the speaker as well as the message. Prefer - Group discussion, message. Prefer - Group discussion, lectures with question-and-answer lectures with question-and-answer periods, videotapes, television.periods, videotapes, television.

Abstract sequential learners decode Abstract sequential learners decode verbal and symbolic messages adeptly, verbal and symbolic messages adeptly, especially in a logical sequence. Prefer especially in a logical sequence. Prefer Reading & listening to presentations.Reading & listening to presentations.

* Elaborated by Butler (1986)

Motivational Factors- “What people will Motivational Factors- “What people will do as opposed to what they can do!”*do as opposed to what they can do!”*Certain motivational factors are critical Certain motivational factors are critical

to the learning processto the learning process• AnxietyAnxiety• Focus of control (internal/external)Focus of control (internal/external)• Degree of structureDegree of structure• Achievement motivationAchievement motivation• Social MotivationSocial Motivation• CautiousnessCautiousness• CompetitivenessCompetitiveness

*Keller, 1987

Student MotivationStudent Motivation ARCS Model (John Keller, 1987) Four essential ARCS Model (John Keller, 1987) Four essential

aspects of motivationaspects of motivation• AttentionAttention refers to whether students perceive the refers to whether students perceive the

instruction as interesting and worthy of their instruction as interesting and worthy of their considerationconsideration

• RelevanceRelevance refers to whether students perceive the refers to whether students perceive the instruction as meeting some personal need or goalinstruction as meeting some personal need or goal

• ConfidenceConfidence refers to whether students expect to refers to whether students expect to succeed based on their own efforts.succeed based on their own efforts.

• SatisfactionSatisfaction refers to the intrinsic and extrinsic refers to the intrinsic and extrinsic rewards students receive from the instruction.rewards students receive from the instruction.

Intrinsic motivators are generated by aspects of the Intrinsic motivators are generated by aspects of the experience or task itself, i.e. a challenge or curiosity.experience or task itself, i.e. a challenge or curiosity.

Extrinsic motivators are generated by factors not directly Extrinsic motivators are generated by factors not directly related to the experience or task, i.e. grades, recognition.related to the experience or task, i.e. grades, recognition.

Physiological FactorsPhysiological Factors

Instruction must be adapted to take Instruction must be adapted to take advantage of physiological factors.advantage of physiological factors.• Factors related to gender differences, Factors related to gender differences,

health, and environmental conditionshealth, and environmental conditions• Boys & girls respond differently to Boys & girls respond differently to

various school experiencesvarious school experiences• Hunger and illness impede learningHunger and illness impede learning• Temperature, noise, lighting, and time Temperature, noise, lighting, and time

of day affect our ability to concentrateof day affect our ability to concentrate

STATE OBJECTIVESSTATE OBJECTIVES

The ABC’s of Well-stated ObjectivesThe ABC’s of Well-stated Objectives Classification of ObjectivesClassification of Objectives Objectives and Individual DifferencesObjectives and Individual Differences

The ABC’s of Well-Stated The ABC’s of Well-Stated ObjectivesObjectives

Audience – Focus on what learners are Audience – Focus on what learners are doing. Learning is most likely to take place doing. Learning is most likely to take place when learners are active.when learners are active.

Behavior-The heart of the objective is the Behavior-The heart of the objective is the verb describing what the audience will verb describing what the audience will have after the instruction (Helpful have after the instruction (Helpful Hundred-next slide).Hundred-next slide).

Conditions-How will the performance be Conditions-How will the performance be observed? observed?

Degree-Indicates the standard, or Degree-Indicates the standard, or criterion, by which acceptable criterion, by which acceptable performance will be judged, i.e. time & performance will be judged, i.e. time & accuracy.accuracy.

HELFUL HUNDRED LISTHELFUL HUNDRED LISTof Verbs Used with Objectivesof Verbs Used with Objectives

AddAdd Compute DrillCompute Drill Label Label PredictPredict State State AlphabetizeAlphabetize ConductConduct Estimate Estimate Locate Locate PreparePrepare Subtract Subtract AnalyzeAnalyze Construct EvaluateConstruct Evaluate Make Make PresentPresent Suggest Suggest ApplyApply Contrast ExplainContrast Explain Manipulate Manipulate ProduceProduce Swing Swing ArrangeArrange ConvertConvert Extrapolate Extrapolate Match Match Pronounce TabulatePronounce Tabulate AssembleAssemble CorrectCorrect Fit Fit Measure Measure ReadRead Throw Throw AttendAttend CutCut Generate Generate Modify Modify Reconstruct TimeReconstruct Time BisectBisect DeduceDeduce Graph Graph Multiply Multiply ReduceReduce Translate Translate BuildBuild DefendDefend Grasp (hold) Name Grasp (hold) Name RemoveRemove Type Type CarveCarve DefineDefine Grind Grind Operate Operate ReviseRevise Underline Underline CategorizeCategorize Demonstrate HitDemonstrate Hit Order Order Select VerbalizeSelect Verbalize ChooseChoose DeriveDerive Hold Hold Organize Organize Sketch VerifySketch Verify ClassifyClassify DescribeDescribe Identify Identify Outline Outline SkiSki Weave Weave ColorColor DesignDesign Illustrate Illustrate Pack Pack SolveSolve Weigh Weigh CompareCompareDesignate IndicateDesignate Indicate Paint Paint SortSort Write Write CompleteComplete DiagramDiagram Install Install Plot Plot Specify Specify Compose Compose Distinguish KickDistinguish Kick Position Position SquareSquare

Select Methods, Media, & MaterialsSelect Methods, Media, & Materials Choosing a Method-methods should be chosen Choosing a Method-methods should be chosen

based on the needs and learning styles of the based on the needs and learning styles of the studentsstudents

Choosing a Media Format-flip charts, slides, audio, Choosing a Media Format-flip charts, slides, audio, video, computer multimedia. The instruction video, computer multimedia. The instruction situation, learner variables, and nature of the situation, learner variables, and nature of the objective must be considered.objective must be considered.

Obtaining Specific MaterialsObtaining Specific Materials• Selecting Available MaterialsSelecting Available Materials

Involving the Media/Technology SpecialistInvolving the Media/Technology Specialist Surveying the SourcesSurveying the Sources Selection CriteriaSelection Criteria Instructor’s Personal FileInstructor’s Personal File

• Modifying Existing Materials-Don’t violate copyright laws!Modifying Existing Materials-Don’t violate copyright laws!• Designing New Materials-Objectives, audience, cost, Designing New Materials-Objectives, audience, cost,

technical expertise, equipment, facilities, and timetechnical expertise, equipment, facilities, and time

Surveying the SourcesSurveying the Sources Comprehensive GuidesComprehensive Guides

• ““A-V Online”- a CD-ROM that lists thousands of A-V Online”- a CD-ROM that lists thousands of educational, informational, and documentary educational, informational, and documentary materials with sources.materials with sources.

• Bowker’s Complete Video GuideBowker’s Complete Video Guide Selective GuidesSelective Guides

• Only the Best Computer ProgramsOnly the Best Computer Programs• Best Videos for Children and Young AdultsBest Videos for Children and Young Adults• The Elementary School Library CollectionThe Elementary School Library Collection

Evaluative GuidesEvaluative Guides• BooklistBooklist• School Library JournalSchool Library Journal• ChoiceChoice• Video Rating GuideVideo Rating Guide

Selection CriteriaSelection Criteria

Important questions to ask.Important questions to ask.• Does it match the curriculum?Does it match the curriculum?• Is it accurate and current?Is it accurate and current?• Does it contain clear and concise language?Does it contain clear and concise language?• Will it motivate and maintain interest?Will it motivate and maintain interest?• Does it provide for learner participation?Does it provide for learner participation?• Is it of good technical quality?Is it of good technical quality?• Is there evidence of its effectivenessIs there evidence of its effectiveness• Is it free from objectionable bias and advertising?Is it free from objectionable bias and advertising?• Is a user guide or other documentation included?Is a user guide or other documentation included?

UTILIZE MEDIA & MATERIALSUTILIZE MEDIA & MATERIALS

THE FIVE P’S In Utilizing THE FIVE P’S In Utilizing Instructional MaterialsInstructional Materials

Preview the Materials!!!!!!Preview the Materials!!!!!!Prepare the Materials (Practice)Prepare the Materials (Practice)Prepare the Environment- Prepare the Environment-

Comfortable Setting, Suitable Comfortable Setting, Suitable Lighting, Equipment WorkingLighting, Equipment Working

Prepare the Learners-”Warm them Prepare the Learners-”Warm them Up”Up”

Provide the Learning Experience-Provide the Learning Experience-”Showmanship””Showmanship”

GETTING READYGETTING READY PLANNINGPLANNING

• Analyze your learnersAnalyze your learners• Specify your objectivesSpecify your objectives• Specify benefits and rationale for the learnersSpecify benefits and rationale for the learners• Identify the key points to coverIdentify the key points to cover• Identify the subpoints and supporting detailsIdentify the subpoints and supporting details• Organize the entire presentation in a logical and Organize the entire presentation in a logical and

sequential ordersequential order REHEARSING-mentally run through the REHEARSING-mentally run through the

presentation, do a standup rehearsal,give a presentation, do a standup rehearsal,give a simulated presentation, practice answers to simulated presentation, practice answers to potential questions, videotape yourselfpotential questions, videotape yourself

SETTING UP-check equipment, properly SETTING UP-check equipment, properly position equipmentposition equipment

PRESENTINGPRESENTING ANXIETYANXIETY

• Some anxiety and concern are important for an enthusiastic and Some anxiety and concern are important for an enthusiastic and dynamic presentation.dynamic presentation.

• Proper planning & preparation should reduce anxiety.Proper planning & preparation should reduce anxiety.• Harness your nervous energy & use it positively with body Harness your nervous energy & use it positively with body

movement, supporting gestures, and voice projection.movement, supporting gestures, and voice projection.• Breathe slowly and deeply. Your cardiovascular system will slow Breathe slowly and deeply. Your cardiovascular system will slow

down & ease the symptoms of anxiety.down & ease the symptoms of anxiety. DELIVERYDELIVERY

• Stand up, face the learners with your feet 10-12 inches apart, don’t Stand up, face the learners with your feet 10-12 inches apart, don’t talk with your face to the chalkboard, stand to one side of the talk with your face to the chalkboard, stand to one side of the lecturn, move while you speak (don’t over do)lecturn, move while you speak (don’t over do)

VOICE- use a natural, conversational style; don’t read the VOICE- use a natural, conversational style; don’t read the presentation; use vocal variety and a comfortable pace; speak up presentation; use vocal variety and a comfortable pace; speak up and your rate will slow down; pause after a key pointand your rate will slow down; pause after a key point

EYE CONTACT-establish eye contact, at least 3 seconds for each EYE CONTACT-establish eye contact, at least 3 seconds for each person; stop talking while you writeperson; stop talking while you write

GESTURES-Use natural gestures; don’t put your hands in your GESTURES-Use natural gestures; don’t put your hands in your pocketspockets

VISUALS-”A picture is worth a thousand words”. Visuals tend to VISUALS-”A picture is worth a thousand words”. Visuals tend to attract and hold learner’s interest. attract and hold learner’s interest.

REQUIRE LEARNER REQUIRE LEARNER PARTICIPATIONPARTICIPATION

Effective learning demands active Effective learning demands active participation by the learnersparticipation by the learners

Activities to allow learners to practice Activities to allow learners to practice knowledge or skillsknowledge or skills• Student self-checksStudent self-checks• Computer-assisted instructionComputer-assisted instruction• Internet activitiesInternet activities• Group gamesGroup games

Feedback should be evaluated before Feedback should be evaluated before being learners are formally assessedbeing learners are formally assessed• Provided by teacher, computer, other students, Provided by teacher, computer, other students,

or self-evaluationor self-evaluation

EVALUATE AND REVISEEVALUATE AND REVISE ASSESSMENT OF LEARNER ACHIEVEMENT have the following ASSESSMENT OF LEARNER ACHIEVEMENT have the following

characteristics:characteristics:• Have more than one correct approachHave more than one correct approach• Are thought provoking, not simply requiring recall of memorized factsAre thought provoking, not simply requiring recall of memorized facts• Require decision making, rather than just rote memorizationRequire decision making, rather than just rote memorization• Develop thinking in a variety of waysDevelop thinking in a variety of ways• Lead to other problems to be solvedLead to other problems to be solved• Raise other questionsRaise other questionsTypes of authentic assessments include the following:Types of authentic assessments include the following:

Student projects such as writing assignments, science projects, and Student projects such as writing assignments, science projects, and posters; performances such as giving speeches; oral questioning; posters; performances such as giving speeches; oral questioning; discussions of controversial topics & current events; portfoliosdiscussions of controversial topics & current events; portfolios

EVALUATION OF METHODS & MEDIA-Were your instructional EVALUATION OF METHODS & MEDIA-Were your instructional materials effective? Could they be improved? Were they cost materials effective? Could they be improved? Were they cost effective? Did your presentation take too much time?effective? Did your presentation take too much time?

REVISION – Sit back and look at the results of your evaluation data REVISION – Sit back and look at the results of your evaluation data gathering. Where there any discrepancies? Did student gathering. Where there any discrepancies? Did student achievement fall short on one or more of the objectives? How did achievement fall short on one or more of the objectives? How did students react to your instructional methods and media? Are you students react to your instructional methods and media? Are you satisfied with the value of the materials you selected?satisfied with the value of the materials you selected?