Week 3 - ASSURE Model

1. 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.

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

3. 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

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

5. 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
11/20/2009PHYSIOLOGDIoCcumAentLing yFouAr insCtrucTtionOal DeRsignS

6. 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.

7. GREGORC’S MODEL OF
“MIND STYLES”* (Processing Habits)
Concrete sequential learners prefer direct
hands-on experiences presented in a logical
order. Prefer - Workbooks, programmed
instruction, demonstrations, and structured
laboratory exercises.

8. 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.

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

10. Abstract sequential learners
decode verbal and symbolic
messages adeptly, especially in a
logical sequence. Prefer Reading &
listening to presentations.
11/20/2009 Documenting your instructional Design

11. 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

12. 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.

13. 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.
11/20/2009 Documenting your instructional Design

14. 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
11/20/2009 Documenting your instructional Design

15. STATE OBJECTIVES
The ABCD 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.

16. 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.

17. Obtaining Specific Materials
Selecting Available Materials
Involving the Media/Technology
Specialist
Surveying the Sources
Selection Criteria
Instructor’s Personal File

18. Modifying Existing Materials
Don’t violate copyright laws!
Designing New Materials-Objectives,
audience, cost, technical expertise,
equipment, facilities, and time

19. 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

20. 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?

21. UTILIZE MEDIA & MATERIALS
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”

22. 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

23. 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

24. PRESENTING
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.

25. 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
11/20/2009 Documenting your instructional Design

26. DELIVERY
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.
11/20/2009 Documenting your instructional Design

27. 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

28. EEVALUATE 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

29. 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

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

31. REVISION AND REFLECTION
• 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?