Transcript CHAPTER 3
THE ASSURE MODEL
Jamie Johnson
September 1, 2011
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.
HOW DOES THE ASSURE MODEL WORK?
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 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.
ASSURE MODEL
ANALYZE LEARNERS
STATE OBJECTIVES
SELECT METHODS, MEDIA, & MATERIALS
UTILILIZE MEDIA & MATERIALS
REQUIRE LEARNER PARTICIPATION
EVALUATE AND REVISE
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
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.
STATE OBJECTIVES
The ABC’s of Well-stated Objectives
Classification of Objectives
Objectives and Individual Differences
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.
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
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?
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”
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
PRESENTING
ANXIETY
DELIVERY
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.
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.
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 selfevaluation
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?
REFERENCES
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.