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.