1. CHAPTER 3
THE ASSURE MODEL
Saraos, Mary Joy L.
Adami, Girlie
Arrieta, Mark Anthony
Obliosca, Angelo
Batol, Melvin
Maghuyop, Niño Dwen

2. People Behind the Development
of ASSURE Model (1999)
Robert Heinich
 Dr. Sharon Smaldino
 Michael H Molenda
 James D. Russell


3. • Heinich’s approach to
management of
instruction was one of the
drastic changes of the
field of IT. He argued
classical schooling
system and management
of instruction. He
believed that
management of
instructions must be
product-oriented or
education engineering
based overall school
environment

4. 
Sharon
Smaldino
She has researched
and presented on
applications of
technology in the
classroom and in
distance education,
and has published
extensively on
instructional
technology
applications.

5. Sharon Smaldino

. “It’s important to me to consider
how to engage the students in their
learning and what types of activities
will optimize their learning. Once I
have determined what quality
learning experiences to include, the
next challenge is to find ways to
create them within the realm of the
technology resources,” says
Smaldino.

6. 
Sharon
Smaldino
Prof. Molenda has
been retired from
teaching since 2005,
but he continues to
carry out some
writing projects in
the field of
educational
technology.

7. James D.
Russell

8. THE ASSURE MODEL
WHAT IS THE ASSURE MODEL?
The ASSURE model is a
systematic plan for instructors to
use when planning classroom
use of media and technology.

9. HOW DOES THE ASSURE
MODEL WORK?

Gagne’ (1985) refers to the stages of
the learning process as “events of
instruction”. According to Gagne’s
research, 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

10. ASSURE MODEL

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.

11. ASSURE MODEL
ANALYZE LEARNERS
STATE OBJECTIVES
SELECT METHODS, MEDIA, &

MATERIALS
UTILILIZE MEDIA & MATERIALS
REQUIRE LEARNER PARTICIPATION
EVALUATE AND REVISE


12. ANALYZE LEARNERS
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

13. GENERAL CHARACTERISTICS

broad identifying descriptors
such as age, grade level, job
or position, and cultural or
socioeconomic factors.

14. Specific Entry Competencies

refer to knowledge and skills that
learners either possess or lack:
 knowledge
skills
 attitudes

15. Entry Tests
 are assessments, both formal and
informal, that determines whether
students possess the necessary
prerequisites
Prerequisites
 are competencies that learners must
possess to benefit from the instruction
in which instructor and media are not
going to teach.

16. Pre-assessment measures


are given before instruction but are
used to measure the content to be
taught– target skill
Ex.
Discussion
Pretest

17. Learning Styles

refers to the spectrum of
psychological traits that affect
how we perceive and respond to
different stimuli, such as aptitude,
visual or auditory preference,
motivation, and so on….

18. Categorizing Learning Style
(Discussed in Literature)
 Perceptual Preferences and
Strengths
 Information Processing Habit
 Motivational Factors
 Physiological Factors

19. Perceptual Preferences & Strengths

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.

20. Information Processing Habit
related to how individuals
tend to approach the cognitive
processing of information

21. GREGORC’S MODEL OF
“MIND STYLES”* (Processing Habits)

* Elaborated by Butler (1986)
.

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

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

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

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

26. Motivational Factors
Motivation – internal state that leads people
to choose to work toward or against certain
goals or experiences
2 categories of motivators:
Intrinsic – generated by aspects of the
experiences or task itself, such as challenge
or curiosity
Extrinsic – generated not directly to task
itself, such as grades or recognition

27. Motivational Factors- “What people will
do as opposed to what they can do!”*
Certain motivational factors are critical
to the learning process
• Anxiety
• Focus of control (internal/external)
• Degree of structure
• Achievement motivation
• Social Motivation
• Cautiousness
• Competitiveness
*Keller, 1987

28. Student Motivation

ARCS Model (John Keller, 1987) Four essential
aspects of motivation
• Attention refers to whether students perceive the
instruction as interesting and worthy of their
consideration
• Relevance refers to whether students perceive the
instruction as meeting some personal need or goal
• Confidence refers to whether students expect to
succeed based on their own efforts.
• Satisfaction refers to the intrinsic and extrinsic
rewards students receive from the instruction.


Intrinsic motivators are generated by aspects of the
experience or task itself, i.e. a challenge or curiosity.
Extrinsic motivators are generated by factors not directly
related to the experience or task, i.e. grades, recognition.

29. Physiological Factors

Instruction must be adapted to take
advantage of physiological factors.
• Factors related to gender differences,
health, and environmental conditions
• Boys & girls respond differently to
various school experiences
• Hunger and illness impede learning
• Temperature, noise, lighting, and time
of day affect our ability to concentrate

30. STATE OBJECTIVES
The ABC’s of Well-stated Objectives
 Classification of Objectives
 Objectives and Individual Differences


31. The ABC’s of Well-Stated
Objectives




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.

32. HELFUL HUNDRED LIST
of Verbs Used with Objectives

Add
Compute
Drill
Label
Predict
State

Alphabetize
Conduct
Estimate
Locate
Prepare
Subtract

Analyze
Construct
Evaluate
Make
Present
Suggest

Apply
Contrast
Explain
Manipulate
Produce
Swing

Arrange
Convert
Extrapolate
Match
Pronounce
Tabulate

Assemble
Correct
Fit
Measure
Read
Throw

Attend
Cut
Generate
Modify
Reconstruct Time

Bisect
Deduce
Graph
Multiply
Reduce
Translate

Build
Defend
Grasp (hold) Name
Remove
Type

Carve
Underline
Define
Grind
Operate
Revise

Categorize
Demonstrate Hit
Order
Select
Verbalize

Choose
Derive
Hold
Organize
Sketch
Verify

Classify
Describe
Identify
Outline
Ski
Weave

Color
Design
Illustrate
Pack
Solve
Weigh

Compare
Designate
Indicate
Paint
Sort
Write

Complete
Diagram
Install
Plot
Specify

Compose
Distinguish
Kick
Position
Square

33. Select Methods, Media, & Materials



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

34. Surveying the Sources

Comprehensive Guides
• “A-V Online”- a CD-ROM that lists thousands of
educational, informational, and documentary
materials with sources.
• Bowker’s Complete Video Guide

Selective Guides
• Only the Best Computer Programs
• Best Videos for Children and Young Adults
• The Elementary School Library Collection

Evaluative Guides
•
•
•
•
Booklist
School Library Journal
Choice
Video Rating Guide

35. Selection Criteria

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?

36. UTILIZE MEDIA & MATERIALS
THE FIVE P’S In Utilizing
Instructional Materials
Preview the Materials!!!!!!
Prepare the Materials (Practice)
Prepare the EnvironmentComfortable Setting, Suitable
Lighting, Equipment Working
Prepare the Learners-”Warm them Up”
Provide the Learning Experience”Showmanship”

37. GETTING READY

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

38. 
ANXIETY
PRESENTING
• 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.

39. REQUIRE LEARNER
PARTICIPATION


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

40. EVALUATE AND REVISE

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 questions
Types 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?