PLANNING, SELECTING, PRODUCTION AND EVALUATION OF TEACHING MEDIA: ASSURE MODEL

TESL C

What is ASSURE model?

Is a procedural guide for planning and

delivering instruction that incorporates media, assumes that training or instruction really is required . (e.g., students dont know how to use the new laboratory microscopes, or assembly line workers must learn to handle safely the toxic materials they work with).

 A systematic approach to writing lesson

plans. A plan used to help teachers organize instructional procedures. A plan used to help teachers do an authentic assessment of student learning. A model that can be used by all presenters.

The ASSURE model

Analyze learners State objectives Select methods, media, and materials Utilize media and materials Require learner participation Evaluate and revise

Analyze learners
The first step in planning is to identify the

learners.
Your learners may be:
students, trainees, or members of an organization

such as youth group.

 You must know your students to select the

"best" medium to meet the objectives.

The audience can be analyzed in terms of o General characteristics o Specific entry competenciesknowledge,

skills, and attitudes about the topic o Learning style

 General characteristics.

-characteristics of the learners depend on: reading skills, ethnic or cultural subgroup, learners apathy, social background and etc. -view the class as a whole. This includes information as the number of students, age, gender, socioeconomic factors, etc.

 Specific entry competencies

-the types of knowledge expected of the learners. -At the beginning, you have to assume that the learners lack the knowledge and skills -But they possess the knowledge or skills needed to learn and understand from the lesson.

 Learning style

-the learning stylistic preferences of the individual members of the class. -the teacher will want to find the learners perceptual preferences and strengths. The main choices are auditory, visual, and kinesthetic. -eg: Slower learners tend to prefer kinesthetic experiences.

State objectives
The next step is to state the objectives as specifically as possible. The objectives may be derived from a needs assessment or a course syllabus, stated in a textbook, taken from a curriculum guide, or developed by the instructor. Focus on the learner, not the teacher. Use behaviours that reflect real world concerns.

 Objectives are descriptions of the learning

outcomes and are written using the ABCD format. 1. A well-stated objective starts by naming the Audience of learners for whom the objective is intended. 2. It then specifies the Behavior or capability to be learned and

1. the Conditions under which the capability

would be observed. 2. specifies the Degree to which the new skill must be masteredthe standard by which the capability can be judged.

Audience
focus on what the learner is doing, not on

what the teacher is doing. Learning is most likely to take place when the learner is active mentally processing an idea or physically practicing a skill. not what the teacher does, the objective begins by stating whose capability is going to be changed

Behavior
The heart of the objective is the verb

describing the new capability that the audience will have after instruction.
This verb is most likely to communicate your

intent clearly if it is stated as an observable behavior.

Conditions
A statement of objectives should include the

conditions under which performance is to be observed, if such conditions are relevant

Degree
The final requirement of a well-stated

objective is to indicate the standard by which acceptable performance will be judged Includes: What degree of accuracy or proficiency must the learner display? Whether the criteria are stated in qualitative or quantitative terms

Select methods, media and materials

Decide on appropriate method. Choose suitable format. Select available materials. Modify existing materials. Design new materials.

Utilize media and materials

1. Preview the material- Never use anything in

class you havent thoroughly checked out. 2. Prepare the material- Make sure you have everything you need and that it all works. 3. Prepare the environment- Set up the classroom so that whatever youre doing will work in the space you have.

4. Prepare the learners- Give the students an overview, explain how they can take this information and use it and how they will be

evaluated up front. 5. Provide the learning experience- Teaching is simply high theatre. Showmanship is part of the facilitators job. Teaching and learning should be an experience not an ordeal.

Require learner participation

Students must be actively involved in the

lesson. Eg: games, group work, presentation, etc. The activities should provide opportunities to manipulate the information and allow time for practice during the demonstration of the skill.

Evaluate and revise

Evaluate student performance. Evaluate media components. Evaluate teacher performance. Revise whenever there are inconsistency.

REFERENCES
Retrieved from: http://itchybon1.tripod.com/hrd/id15.html http://www.mscd.edu/~act2/courseconstruct/ assure.html