Jamie JohnsonSeptember 1, 2011

WHAT IS THE ASSURE MODEL?

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

According to Gagne’ (1985) the stages of the learning process are “events of instruction”. Gagne’s research mentioned that well-designed lessons progress through several stages:

Arousal of student’s interest Presenting new material Involve student in practice with feedback Assess the student’s understanding Follow-up activities with student

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

ANALYZE LEARNERS

STATE OBJECTIVES

SELECT METHODS, MEDIA, & MATERIALS

UTILILIZE MEDIA & MATERIALS

REQUIRE LEARNER PARTICIPATION

EVALUATE AND REVISE

GENERAL CHARACTERISTICS SPECIFIC ENTRY COMPETENCIES LEARNING SYTLES - how an individual

perceives, interacts with, and responds emotionally to learning environments PERCEPTUAL PREFERENCES & STRENGTHS INFORMATION PROCESSING HABITS MOTIVATIONAL FACTORS PHYSIOLOGICAL FACTORS

Learners vary greatly as to which sensory gateways they prefer using and which they are especially adept at using. The main gateways are: Auditory Visual Tactile Kinesthetic

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

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

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

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

Conditions-How will the performance be observed?

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

Choosing a Method-methods should be chosen based on the needs and learning styles of the students

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

Obtaining Specific Materials Selecting Available Materials

Involving the Media/Technology Specialist Surveying the Sources Selection Criteria Instructor’s Personal File

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

technical expertise, equipment, facilities, and time

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

THE FIVE P’S In Utilizing Instructional Materials

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

Comfortable Setting, Suitable Lighting, Equipment Working

Prepare the Learners-”Warm them Up”

Provide the Learning Experience-”Showmanship”

PLANNING Analyze your learners Specify your objectives Specify benefits and rationale for the learners Identify the key points to cover Identify the subpoints and supporting details Organize the entire presentation in a logical and

sequential order REHEARSING-mentally run through the

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

SETTING UP-check equipment, properly position equipment

ANXIETY Some anxiety and concern are important for an enthusiastic and

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

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

down & ease the symptoms of anxiety. DELIVERY

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 lecturn, move while you speak (don’t over do)

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

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

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

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

Effective learning demands active participation by the learners

Activities to allow learners to practice knowledge or skills Student self-checks Computer-assisted instruction Internet activities Group games

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

self-evaluation

ASSESSMENT OF LEARNER ACHIEVEMENT have the following characteristics: Have more than one correct approach Are thought provoking, not simply requiring recall of memorized facts Require decision making, rather than just rote memorization Develop thinking in a variety of ways Lead to other problems to be solved Raise other questionsTypes of authentic assessments include the following:

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

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

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

Gagné, R. M. (1985). The conditions of learning and theory of instruction ( 4th ed.). New York, NY: Holt, Rinehart & Winston.

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning (9th ed.). Upper Saddle River, NJ: Prentice Hall.