Professional Documents
Culture Documents
The ASSUREModel
AnalyzeLrarners
StateObjectives
SelectMethods, Media, and Materials
Utilizc Media and Materials
RequireLearnerParticipation
Evaluateand Revise
entry test
prerequisite
learning style
motivation
intrinsic motivator
extrinsicmotivator
cntenon
cognitivc domain
affective domain
motor skill domain
interpersonal domain
mediaformat
showmanship
feedback
practice
authentic assessment
Lg,arners
glqlp, Pbiptives
's
os
the firststepin plonning b identifythe the navJstepfs to stob lhe o'blecilves
Yourleorners
moybe,{or exont speclflcollyos possible,Theoblectives
leorners.
of on moybe derivedhomo coursesyllobus,
troinees,
or mgmbers
nle, studenfs.
qs
slobd In o tgxtbook,tokenhom o curschool,
such o. $rndoy
orgonizofion
ricuiumguide.or developedby the in'
civic club, ,youthgroup,or froternolor
Theyshouldbe stotedin tetmsot
oonieolion.Youmurslkncnrw.r students $iruclor.
whattheleornbrwill bb obleib do os o
ro meettheob
io ,"1""r fre beg''rnedium
under
Theconditions
rut;ouaqce conbe qnolyzedtn resultof ln$hucfion.
l6th,1e$.
terrns o{ ll l ;generul chamcisristics, which,$esludenlor hoinEsls goingto
l2l specificentry oomp@ncleslknowl' performond lhE degreaof oeceptoble
shouldbe included.
oburtthetopicl, performonce
edge,skills,ondottitudes
style.
ondl3l leoming
THE ASSUREMODET
All cffective instruction requires carefirl planning'
Teaching with instructional media and technology is
certainly no exception.This chapter examineshow to
plan systematicallyfor thc effective use of instructional
mcdia and technologa. We have constructed a procedural model to which we have given the acronym
/SSUR-E-iI is intended to assareeffcctive instruction.
You can think of the teaching-learningProccssas
progressingthrough scverdstages.Gagn6(1985) refcrs
to thesestagesas "events of instruction.' Gagn6'sresearchrevealedthat well-designedlessonsbegin with
the arousalof students'interest and then move on to
Select Methods,
Media, g,nd i/,alerials
youroudlence
Onceyou hoveldentified
you hovees'
ond sbtedyouroblectives,
toblfshedthe beginningpoints {oudi'
knowledge,
skills,ond ot'
ence'spresent
ol
endingpoinlsloblectlvesf
titudesl'ond
Yourtosknow is to buildo
insfruction.
bridge between these two poinls by
choosingoppropriotemethods,technology, ond medio{ormsts,lhendeciding
fiesechoices'
on mobriolsto lmplrnenl
Thereoretlrreeoplionsl(l lselectovoiloble
ot
moteriols,
mobriols,{2)modifyexisting
(3fdesignnewmoteriols.
Evaluate
g,nd tevrbe
io hr "ff".ri*, lnshuction
shoridreoulra Afterinslruclion,if b nee6brory
to evohr*
ocilVem'entol
by leorners. ote ffs irlrpoctr,ond
engogement
effedivendgs,
snd rfo
Thdieshouldlie oclivities
thotollowleorn- ossessstudentleorning.To gel fte totcl
ogy willbe usedto itnplement
yooiinath- ers lrr procticerhe knowledgeor shlls piclure,youmuslevoluote
lheentireInrnokriolsondproc" dnd k: receVefeedbockcn the oppre' structiondl
ods.Frrsf.:prevlewfre
process.
Didfi leomersrneel
Ucr the implemenfcitiorr.
Next,"prepore prlotrsness
theobfetttves9Did the mefisds,nredh,
of ttrekeffortsbeforebeingfor
dreclossand reodylhe necessoyec{uip , moHyossessed
und technolqgy,drslstr,lhb
:fqines In
mentond foctlittes.
Thenconduclthe in"
Proclice
moyinrohestudenl
selFchecks, reochlngthe obiectives?Could oH stu
slructionusingthe utilizotio-n
instructirrn,
lnFrnetoctfu'F denhusethemoterblsproperly?
.tqghniques conpubrossisled
lies.cngroupgromes.
describedin thigond lolbrchoi:ters.
feedbockm<rybe
Wherever
lheresre discreponcies
be
Stu&rfs mffy ule the medioond mo- prqded $ he teocher,
o computer,
ofier fweenwhoiyou intended
ond whol you
or studenb,
o' reffevoluofi
on.
brjols indvlduolly,ot tn self-lnstruction,
ottoined,.you
will wonllo revisetheplon
ln smqflgrou*. os iri cooperolheleorn
for he nixl time.
lng.they moyusbprinbdmotdrlcls,
such
or wciitiroofts.or cornputeFMsed
technobgy;suchos tlre.lrtilgmel. ''
To illustrate how to use the six steps of the ASSURE model, we will provide an exampleof a "Blueprint" for each stcp aftcr it is dcscribcd. These steps
taken together constitute a (Blucprinto-or lesson
plan-that describesthe instructional planning used
by a middle school math tcacher who wanted to redesign a unit on statistics.The teacher felt that the
mathematicstcxtbook presentedstatistics(collecting
data, interpreting data, and presenting data) very inadequately.One particularly disappointing aspect of
textbook material covering this topic was that technology was not incorporated in thc tcaching. She believed that, considering today's technology-bascd
world, this skill deserved more attention than it
5
ANALVZE LEARNERS
If insuuctional mediaand technologyareto be usedcffcctivcly,thcre must bc a match bctweenthe charactcristics of the learner and thc content of the methods,
media, and materials.The first step in the ASSURE
model, therefore,is analysisof your audience.
It is not feasibleto analyzeeverytrait ofyour learners. Severalfactors, however, are critical for making
good methodsand media decisions:
o Generalcharacteristics
o Specificentry competencies
r Irarning styles
General characteristicsinclude broad identifring
descriptors such as age, gradc level, job or position,
and cultural or socioeconomicfactors. Specificentry
competenciesrefcr to knowledge and skills that learners either possessor lack: prerequisite skills, target
skills, and attitudes. Thc third factor, learning style,
rcfersto the spectrumofpsychologicaltraits that affcct
how we perceiveand respondto diffcrent stimuli, such
asanxiety,aptitude, visualor auditory preference,motivation, and so on.
General Characteristics
can
Even a superficialanalysisoflearncr characteristics
provide helpful leadsin sclcctinginstructionalmethods
and media. For example, studcnts with substandard
reading skills may be reached morc effcctively with
nonprint media. Ifyou aredealingwith a particularethnic or cultural subgroup, you might want to give high
priority to considerationsof ethnic and cultural idcntity
and valuesin selecting particular materials.
If learnerapathytoward the subjectmatter is a problem, considerusing a highly stimulating instructional
approach,such as a dramatic videotape,a simulation
game,or a technology-basedactivity.
karners entering a new conceptualareafor the first
timc may need more direct, concretekinds of experi-
SpecificEntry Competencies
When you begtnto plan anylesson,yotr first assumption
is that the learnerslack the knowledge or skills you are
about to teach and that they possessthe knowledge or
skills needed to understandand lcarn from the leson.
Theseassumptionsareoftcn mistaken.For example,a life
insurancccompanyuscdto routinely bring all its new sdes
backto the home office at the end of their first
associates
yearfor a courseon setting salespriorities. Puzzledby the
cool reaction of the agents,the trainer decidedto give a
pretcst, which rcveded that a majority of the trainecsalready,knewperfccdywell how to set salespriorities. The
companysffied to a lesscxpensiveand more productive
strategyof giving inccntivesto field representativeswho
sentin acceptablcsalcsplansshowingtheir priorities.
The assumption that learners have the prerequisite
knowledgeor skill to begin the lessoncanseldombe accepted casuallyin school settings.Teachersof mixedability classesroutinely anticipatethat some students
will nced rcmedial help before they are ready to begin a
particularunit of instruction. Furthcrmore, researchers
studying thc impact of diffcrent psychologicaltraits on
Learning Styles
I*arning style refers to a cluster of psychologicdtraits
that determinehowan individud perceives,interacBwith,
and rcspondsemotionally to learningenvironments.
It is cleardrat cerain traitsdramaticdlyaffectour ability
to leam eftctively from different methods and media.
Howcver,it is not so dear which trais aremostimportant.
Gardnerwasdissatisfied
with the conceptof IQ andits uniview
intelligence,
ery
of
noting that "not all peoplchave
same
the
abiligies;not all of us learn in the sameway"
(Gardner,1993, p. 2I). He identifiedsevenaspectsof intelligencel subsequentlyrevised to nine: (I) verba/
linguistic(language),(2) logcal/ mathematical(scientific/
quantiative), (3) visualr/spatial,(4) musica/rhythmic,
(5) bodily/kinesthetic (dancing/athletia), (6) interpersonal(undentandingother people),(7) intrapenonal(understandingoneself),(8) naturalist,and (9) existentialist.
Gardner's theory implies that teachers,curriculum
planners,and mediaspecialists
shouldwork togetherto
designcurricula in which studentshave the chanceto
develop these differcnt aspectsof intelligence.It also
implies that students vary widcly in rcrms of their
strengths and weaknesses
in each of these areas.A
school adopting this approachwould havestudents engagedin a much greatervarietyof methodsand media
than is typical now. Teachertalk and seatworkobviously
arenot sufficient.Becausestudentshavediffcrent mixes
of strengths and wcaknesses,their progresswould havc
to be measurednot by conventionalgradesin conventional subjects but by growth in each type of intelligence. The type of individualized instructional plans
and recordsof progrcssimplied in this approachlend
themselves
well to the activelearningmethods,interactive technologies,and information managementsystems describedin later chapters.In fact, experimental
schoolsbascdon this thcory are now in operation.
Irarning stylevariablesdiscussed
in the literaturecan
be categorizedasperceptualprcferencesand strengths,
information processinghabits, motivational factors, and
physiologicalfactors.
Perceptuol
Ptefercnces and
Sttengths.
karners vary asto which sensorygatcwaysthcy preferusing andwhich they areespeciallyadeptat using.Thc main
gatewaysinclude auditory visud, tactilc, and kinesthetic.
Proponentsof the imporunce of this variablcclaim that
most studentsdo not havea prcferenceor strengthfor auditory reception,castingdoubt on the widespreaduseof
the lccture method. They find that slowcrlearnerstend to
prefer tactile or kincstheticexperienceslsining and listening are difficult for them. Dependenceon the tactile and
kinestheticmoddities decrcases
with maturity.
lnformotion
Processing Habits.
This cate-
gory includesa range of variablesrelatedto how individuals tend to approachthe cognitivc processingof
information.
Gregorc'smodel of "mind styles,"claboratedby Butler (1986), gtoups learnersaccordingto concreteversus
abstractand randomversussequentialstyles.It yieldsfour
categories:concretesequential,concreterandom,abstract
sequential, and abstract random. Concrete sequential
learnerspreftr direct, hands-onexpericncespresentcdin a
logical order. They lcarn best with workbooks, programmedinstruction, demonstrations,andstructuredlaboratory exerciscs.Concretcrandom learnerslcantoward a
trial-and-error approach, quickly reaching conclusions
from exploratoryexperiences.
They prefer methodssuch
as gamcs,simulations,independentstudy projecs, and
discovery learning. Abstract sequentiallearnersdecode
ST'\TEOBJECTIVES
The secondstepin the ASSURBmodel is to statethe objectives of instruction. What learning outcome is each
what new calearnerexpectedto achievelMore precisely,
at the completionof inpability should learnerspossess
structionf An objective is a statement not of what the
instructor plansto put into the lessonbut of what learnersought to get out of the lesson.An objectiveis a statement'afwhorwill be achieved,nothowitwrllbe achieved'
Your statementof objectivesshould be as specificas
possible.For example,"My studentswill improve their
mathcmaticalskills" is far too generalto qualify asa sPecific lessonobjectivc. It does,however,qualiff asagoal-a broadstatementofpurpose. Sucha goal might serveas
the umbrellaficr a number of specificobjectives,suchas,
"The second-gradestudentswill be able to solve accuratelysevenout ofeight single-digitaddition problems."
Why should you stateinstructionalobjectiveslFirst,
you must know your objectivesin order to makeapPro8
ffi'rsgiir
Mlddle School lllatliematics
Anotyte
Learnerc
General Characteristlcs
The studentsfor whom this lessonis intendedare seventh
gradenenrolledin a generalmathematics
classgearedtoward
the averageleamer.Thestudents
rangein agefrom 12to 14
years.Severalstudentshave identifiedleamingdisabitities,
whereasothersare on the edgeof consideration
for the advancedmathematics
track.Theycomefrom varioussocioeconomicenvironments;
however,
themaiorityof thestudents
are
white middle-class
Americans
wholivein a ruralsetting.Genthe studentsarewel!behaved;problemstendto arisg
eraHy,
however,when activities
are textbookand paper-and-pencil
oriented.
Entry Competendes
The sorenth-grade
mathematics
studentsare ableto do the
following:
. Sele@
locab,andutilizeappropriate
rfoene maedals
wtren
prparing
proiecb,usinghe sdool libnrymediacener
researdr
. Locate
andidentiffbar,line,andcirdegraphswhenexamining book andofier formsof media
. Readandinterpretall thestatistical
or numericalinformation
givento themon a bal line,or circfegnph
. Constsuct
a graph(bar,line,or cirde)whengivena setof data,
olored pencilJpens,
a @rnpass,
a ruler,andgraphpaper
. Defineandinterpreta givenexample
of percentagg
mean,
median,
andmodewithoutaidsor references
. Demonstrate
standard
keyboarding
skillgutilizing
AppleW&kon theiMoccomputer,
withan averagetyping
speedof 35 wordsperminute
Learnlng Styles
Thestudents
dislikethemonotony
of mathematics
textbookassignments.
Theseassignments
areusuallycentered
on paperproblems.
and-pencil
calculation
Persistent
useof the textbook
oftenresults
in thestudenBbecoming
boredandrestless.
They
appearto leambestfrom activitiesthat incorporate
the useof
manipulatives.
Usingthecomputerand
thelntemetprovides
intrinsicmotivation.
ln addition,
theylikegroup-oriented
leaming
activities.
Regardingtesting,manyof the studentstend to experience
difficulty
andanxietyduringwrittenexams.
Asa result,
theclassprefersto be evaluated
usingmethodsotherthanpaper-and-pencil
tests(e.9.,repoG,application
proiects,etcJ.
fhisBtuepintruw
evehpedbyMotyAnnftt*b,PurdreUnnleEW.
Nl of theASSURE
BhrcUinB
in thistoc.ondone@onk templote
foroeotingyourwmBhreprint
conbefoud w drcenffi'Clwoon
Liril<
tut'tfollo'CDROM.
TABLE3.7
performance
Hundred:
terms
TheHelpful
Suggested
Add
Alphabetize
Compute
Conduct
Analyze
Construct
Contrast
Drill
Estimate
Evaluate
Label
Predict
Locate
Make
Prepare
Present
Manipulate
Match
Measure
Produce
Pronounce
State
Subtract
Assemble
Convert
Correct
Extrapolate
Fit
Read
Suggest
Swing
Tabulate
Throw
Attend
Bisect
Cut
Deduce
Modify
Reconstruct
Time
Build
Defend
Generate
Graph
Grasphold)
Multiply
Name
Reduce
Remove
Translate
Type
Carve
Define
Grind
Operate
Revise
Undedine
Categorize
Demonstrate
Derive
Hit
Order
Organize
Select
Verbalize
Verify
ski
Square
Applv
Arrange
Explain
Describe
Design
Hold
ldenti!
lllustrate
Complete
Designate
Diagram
Indicate
lnstall
Outline
Pack
Paint
Plot
Compose
Distinguish
Kick
Position
Choose
Classify
Color
Compare
Sketch
Solve
Sort
Weave
Weigh
Write
Specify
t0
OBJECTIVES
E
.-
-l E
g
$EF
q
Audlence
'
t r t r t r
tr
tr
tr
tr
tr
tr
tr
tr
o stotedos o leornerperformonce
o stotedos observoblebehovior
meretestperformonce)
o describes
o reol-woddskill(versus
Gondltlons (moteriolsond/orenvironment)
is to be demonslroled
the conditionsunderwhichthe performonce
Describes
o equipment,iools,oids,or references
the leornermoyor moynot use
Degree (criterion)
Stoles,whereopplicoble,the slondordfor occeplobleperformonce
o fimelimit
o rongeo{ occurocy
o proportionof correctresponsesrequired
o quolitotivestondords
PrenliceHoll gronlslhe reoderpermissionto reproducethis checklistfor personoluseonly.Heinich,Molendo,Russell,ond Smoldino,lnslruclionol
Medioond lechnologiesfor lcoming (2OO2l.
1l
Choosinga Method
First, it would be overly simplisticto believethat there
is one method that is superiorto all othcrsor that serves
all learning necdsequallywell. fu mentionedin Chaptcr l, any given lessonwill probablyincorporatetwo or
more methods to serve different purposcs at different
points in the progressionof the lesson.For example,
one might conduct a simulation activity to gain attention and arouseinterestat the beginning of the lesson,
then usc a demonstration to present new information,
and then arrangccomputer-baseddrill-and-practiceactivities to provide practice in the new skill. As indicated
earlier in this chapter, teachersoften structure assignments to allow students with different preferred learning styles to pursue thcir individual practice through
different methods (e.g., having "abstract random'
thinkcrs use a role-playsimulation while "concretc sequential" thinkcrsusea lab manualfor structuredproblem solving).It is beyondthe scopeof this book to give
detailedguidelineson choosingmethoCs.
qd/orintewiqw)a1dfiregsBof grapfrs(banfina
observaion,
and/ordrdd b prerentstatistcdor iiunericali
4. UsfngAppkWfdk softwarendr,wRirg in srnallgroupg
thesevenfigradena$ematicstt&n6 will be ableto
v'niteandproducea prinsut of a wrinenreponreSaftfir
tE datacdleAiontedrniquesasociatedtdft thetopicof
fieir presentatioh.
ReporEwillbe aakratedbCsedon dre
qualityof the$urvey,@seruation
stret, 6r interviarv
forrr;
fie step6takento mllectthe dab; andthe rationabbr
'
droosingthespecificdatecolleaionte$niSue
5. Theswenth$ademaf|rnati:ssuldenBwitfbeableto present thirchosentopficin front of fre *s. FerfortnanGwifl
be evafuated
basedon generalaontentaccuracy,
specificrse
of graptrs,andcotresiveness
of the presenrat'ron
lhbBlueAint
ws tueW byMaryAnnffiB rudrteUntwrslU
N otdrcASSURE
ElWint in hisw anddn&ewk wnflae forae-
W,ff*\Y,
t3
TESTINGOF
CONSUMER.
EDUCANONAI- PRCIDI..'CT5
obiective
evaluative
informaUnionprovides
As theConsumers
productsto generalconsumers,
the Edutionabouthousehold
provides
Exchange
GPIDInstitute
Information
cationalProducts
to the education
and raining
software
evaluations
educational
communities.
TheEPIEInstituteisa nonprofitagencyhat hasbeenin operpuposeisto'gatheranddisserninate
desoip
ationsince1967.lB
wih empiricalinformation
information-along
tiveand analytical
reffiWK#,u'
Iirll.]rr,
,\,iN
Obtaining SpecificMaterials
Obtaining appropriatematcrialswill gencrallyinvolve onc
of thrcc dtcrnatives: (l) selecting availablc materials,
(2) modiSing existing materials,or (3) designing new
matcrials.Obviously,if materialsare alreadyavailablethat
will allow your students to meet your objcctives by all
means use them, thus saving work, time, and money.
When thc matcrids availablcdo not completcly match
your objectivesor are not cntirely suiable for your audience,an alternativcapproachis to modi& them. If this is
not feasible, the final alternativeis to designyour own materials.Eventhough this is morc expensiveand time consuming, it allows you to prcpare materialsto serveyour
studentsand meet your objectives.
SelectingAvailableMaterials
Thc majority of instructional materialsused by teachcrs
and trainersare *offthe shelf'-that is, ready-madeand
availablefrom school, district, or companycollections or
other easilyacccssible
sources.So, how do you go about
making an appropriatechoice from availablematerialsf
instructional
mate
on performance
andeffectson leamers-about
rialsandq6tems."P.KennethKomoskihasbeeno<ecutive
directorof EPIE
sinceib founding.
EPIE
accepts
noadvertising
or commercial
sponsorship
of any
kind.All incomeis derivedfromsubscriptions,
contract
services
fromstateandlocaleducation
agencies,
andgrants.EPIEoffers
he following
evaluation
services
to teachers
andschoolsystems.
(IE59 is a comprehensive
TheEducotion
SoftwareSelector
of educational
software
at e\rerylevelfrompresdrool
database
OvertheyearsTESShasbeenavailable
in a varieg
to college.
on CD-ROM.
of formas,mostrecently
Eightmajorintegratedinstruction
systems(or integrated
feamingsystems)are evaluatedin Zle EPIE Reponon
whichdrawson extensive
lntegrotedSystemS
ComputenBosed
research
by expertsin software
evaluation
andcuriculum.
(CASD
for Education
EPIEsCuniculumAnalysisServices
providesschoolswith a meansof analyzing,
designing,
and
aligningtheirstatedcuniculumoutcomes,
textbooks,
andother
resources.
A school's
testingprogramcanbe cominstructional
paredwithstateandnational
programs
priorities.
andcurriculum
printedreportsthat are
The serviceprovidesgrade-by-grade
usefulfor understanding
and improvinga school's
curriculum
program.
andinstructional
Toleammoreabouttheinstitute
anditsseMces,
EPIE
contact
Bap,NY I1946.
Institute,
103-3W.MontaukHighway,
Hampton
date the content of a unit. The media/technology specialist can tell you about materialshousedin a local resource ccntcr or school library media center. Identifr
and discussyour options. As the specialistgains a better idea of your needs,arrangementscan bc made to
contact area media collections(public, acadcmic,or
regional) to borrow potentially useful materials.Most
school library media centersparticipatein regional cooperatives,which share materials.If you and thc medra/technology specialist collaborate with other
teachersin your school or district who desirc similar
materials,you may havean easiertime in acquiring materialsfrom national museumsor organizations.An appointed group of tcachers may review selection and
evaluationguidesand idcntifr new materialsto be purchasedfor future usc. Involving other teachersin the
previcw processalso allows you to compare ideasand
available materials. Teachers tend to bccome more
critical and selectiveas they increasetheir collective
knowledge of media and material alternatives.
the Sawrees. You might survey
Swweying
someofthe publishedmediareferenceguidesor the Internet to gct a generalidca of what is available. Unfortunately, no single comprehensivc guide exists for all
audiovisualmaterialsavailablein all mcdia formats in all
subjects;you may haveto consult severalsources.
14
There are three types of guides that can help you select media-comprehensive guides, selectiveguides,
and cvaluativeguides. Comprehensiveguides,such as
"A-V Online" and Bowher'sCompleteVid.eoGaid.e,help
you identi$ thc scopeof possibilities.However, since
they may include items of poor quality and difficult-tolocate tidcs, you should usetheseguidesonly to locate
materials for previcw. (Alwoys preview materialsbefore
using them with your students.)
Selectiveguides, such as Only theBestConputcr Prog/a.ms, Best Vidoosfor Child.ren nnd. ToungAd.ults, and
TheElementnry SchoolLibrnry Collection,area compilation of the 'best'instru:tional materials.An advantage
of these selectiveguides is that time has allowed thc
'best" to surfaccfrom a comparisonof similarproducts
on the market. A disadvantageis that during the time
required for this processto take place,someitems may
havebecomeoutdatedand neweritems of good quality
may not havebeenincluded.
Evaluative guides, such as Boohlio, SchoolLibrnry
Journal, Choice,and Vidto Roting Gnid.e,are current
and will keep you up to date about new materials.Although they arc evaluative,they usuallyinclude just one
person'sopinion; that person'sncedsand audiencemay
be different from yours.
One of thc more comprehensivesourcesis a set of
nvo indexes published by NICEM (National Information Center for Educational Media): Film (r Vid.eo
Finder and Aud.iocosene(r CompoctDisc Find.erThese
do not includeevaluations.'A-V Online" is a CD-ROM
that lists thousands of cducational, informational, and
documentarymaterialsalong with their sources.The
disc includes a variety of media formats, such asvideo,
audio, film, filmstrips, slides,slide-tape programs,overand multimediakits (Figure 3.2).
headtransparencies,
In addition to materialsthemselvesthat areavailablc
on the Internet, listings appearthere of materialsavailable elsewhere.Many companics,government agencies, and commercial publisherslist materialson the
Internet. The majority of vendorsnow havetheir catalogs on their websitcs.Most of thesematerialsare for
purchase.Somc are free and inexpensive.SeeChapter
4 for guidelinesabout securingand using free and inexpensivematcrids.
If you are working in elementaryor secondaryeducation,you might consultseveraladditionalsourcesthat
covera rangeofmedia formats, such asCoreMed,inCoh
lcctionfor Elementf,r! SchoolsandCoreMedio Collection
Schook.These books recommend specific
for Second.nry
audiovisual tides as core materials for elementary and
secondaryschoolmedia collections.
For generaland adult audiences,a major guide is the
ReferenceList ofAud.iortisualMaterink produced by the
U.S. govcmment. It describesall the training and educational materials produced by the armcd forces and
other government agenciesthat are availablefor general
purchase.For additional information on this topic, go
FIGURE3.2
A-V Online"compoctdisc ThecompleteNICEM indexesarc
on o ingle compoctdbc
The lnstructor's
Personol File.
Everyin-
Modifying ExistingMaterials
If you cannot locate entircly suitablc materialsand media off the shelf, you might be able to modify what is
available.This can be both challenging and creative.In
terms of timc and cost, it is a morc efficient procedure
than dcsigning your own matcrials, although the typc
and cxtent ofneccssarymorlification will, ofcourse, vary.
For example,perhapsthc only availablevisualshowing
a pieccofequipment beingusedin a middlc schoolwoodworking dass is from a repair manual and conains too
much dcail and complexterminology.A possiblesolution
to theproblemwould be to usethc picnrc but modifyttre
caption and simplify or omit someof the labels.
Or let's saythcre is just one video availablethat shows
a neededvisual sequence,but the audio portion of the
vidco is inappropriatebecauseit is at too high or too low
inappropriatcpoints.A sima conceptuallevelor discusses
ple solution in sucha cascwould bc to showthc video with
the sound turned offand providc the narration yourself.
DesigningNew Materia[s
It is easierand lesscosdy to usc availablematerials,with
or without modification, than to start from scratch.
There is seldomjustification for reinventingthe wheel.
t6
tM,
Medb, qd }Y.trltelils
hrtulto'CD-4OM
Li*
technicalassistance
be availableto youl Try to keep
your design within the range of your own capabilities. Don't wastetime and money tryrng to produce
slick professionalmaterialswhen simple inexpensive
productswill get the job done.
o Eqaipmenf.Do you havethe necessaryequipment to
produce or usethe materialsyou intend to designf
o Fncilities.If your designcallsfor useof specialfacilities for preparation or useof your materials,are
such facilities available?
o Time. Can you afford to spendwhatever time
necessaryto design and produce the kind of
materialsyou have in mindf
(See ASSURE Blueprint for Select Methods, Media,
and Materials,above.)
17
FIGURE3.3
Previewthe moteiols.
Freparethe Materiats
Next, you need to preparethe media and materialsto
support the instructionalactivitiesyou plan to use. This
is true whetheryou are presentingthe materialsor your
studentsareusingthem. The first stepis to gatherall the
materialsand equipment that you and the studentswill
need.Determinein what sequenceyou will usethe materials and media. What will you do with them as the
presenterlWhat will the studentsdo aslearners|Some
teacherskeep a list of the materials and equipment
neededfor eachlessonand an oudine ofthe prcsentation sequenceof the activities.
For a teacher-based
lesson,you may want to practicc using the materialsand equipment. For a studcntcentered lesson,it is important that students have
accessto all the materials,media,and equipmentthat
they will need. The teacher'srole becomesone of facilitator. You should anticipatewhat materialsstudents
will need and be preparedto secureany necessaryadditional materials.
t8
FIGUR,ET.4
Prepre theenvircnment.
Preparethe Learners
Researchon learning tells us very clearly that what is
learnedfrom an activity dependshigtrly on how learners
areprcparedfor the lesson.We know that in showbusiness
entertainersare obsessedwith having the audienceproperly warmed up. Preparingleamersis just as important
(Figure3.5).
whenyou areprovidinga leamingexperience
A pioper warmup, from an instructional point of
view,may be similar to one of the following:
FIGURE 3.5
Peporetheleamers.
FIGURE 3.6
Prcvidetheleomingexperience.
Providethe LearningExperience
Now you are ready to provide the instructional experience. If the materials are teacher based,you should present like a profcssional. One term for this is showmanship
(see "AV Showmanship: Classroom Presentation Skills").
fust as an actor or actressmust control the attention of an
audience, so must an instructor be able to direct attention in the classroom. Iater chapters describe showmanship techniques relevant to each specific media format
(Figure 3.6).
t9
GETNNG READY
Planning
An effectivepregentation
beginswithcarefulandhomugh planning.Thegeguidelinesapplyto dasrroominsgpcior aswellag
'
to morefofplprroenladons,
l. Anotyzeyat hamot Whaterfreir necdqwlue+
andmisconceptions?
knowledgele',rds,
backgrounds,
2. Spxity yourobiediva.Whatshotrldstudentsdo?Flow
Limityo.rrobleCrive!
rnuchtirnedo you havete:pl,esent?
'
andcontentto the timeavailabl.
,
3, Spxift &nefu and mdonakforfie teofDerfil't/hyir $e
importantfor them?lf youcannotan$werthia'
rnessage
question,pefiapslroushouldnot glvethe pr?s-entation.
the moinideas.
4. ldentifytfu keyNine b coverBralnstorm
Putthemon notecardsor stidconnoles.Mo$t
prscntadoni
willhavcfromffvcto nincmainpolnB.
5. ldentifytheatbplnt andsup;tftfi detalb.Agalnusenote
cardsor stickon note6.Tryto lirnityoursplfto firrcto nine
for eachmainpolnt
subpolnts
in a loglel N Sryustdolor..,.
6. OryonizetheentirENesemo/iah
denOneorganizing
$ctegy is this:
thern.
Prwiary/OveManr:Tellthenrwtratyouarcgoingtotefl
Tellthem.
Present
Tellthern wtrat you told Erem.
Revlew:
Rehearslng
'
FigureA
5. Practice
answerto que$ionsyou anticipatefrom leamers.
sit in
6. Vldeotape(or SudiotdpdyouBelfor havea colleague
on yourrehearsal
andgiveyoufeedback
Setting Up
i. Chedcyourequipmentin advanceof yourpresentation.
Changctht aryrngcrnents,
lf nece$ary,!o mcetyour
ftaeds,Whenthe equlpmentlsln place.makesure
propedy.
,werylhingoperates
!. Forslldesandvk eq projeclion,placethe screenfrontand
centerGigureA).
proiectorscieenor flip cfiartat a 453. PlaceSteoverhead
degrceanglt and nearthe comerof the room.Placethe
owfiead screen
to yourrightif youarerighthanded.Place
flipdrartto yourleftif youarcrighthanded.Eachshoutd
be rwersedif you areleft handed{FigureB).
af, Podtionobicctsbelng studicdin the front and cenrer.Removethemwien theyarc no longerbeingstudied.
PRESENTING
Anxiety
l, }lervo$netsandeltcitementarenormalbeforeandduring
a presentetion.
Someanxietyandconcemareimponantfor
anddynamicpr$entation,
an enth$iastic
shouldreduceyouranxiery.
2. Pmperplanningendpreparation
3, Hamessyourneryousenergyanduseit posltively
with
andvolceproiction.
bodymo/emc$ supportinggestures,
qystemwill
4. Breatheslowlyand deep$ Yourcardiovascular
slowdowdaruleasethe rymptomsof anxiety.
Dellvety
1. Standup whenpresenting.
Whenyoustand,youandyour
m$agecomrnandfiiore attention.
Placeyourfeetl0 to 12inchesapartand
2. Facttheleamers.
dbtributeyourweightequallyon bothfeet.Yourkrees
shouldbe unlocked,with handsout of your pocketsand
figureB
20
Gesturcs
Usenanrraigestures.
Leamto gestureii hont of a dassas
youwouldif pu wert h{vlngan dnirnated
torwersadon
wifr a fiiend.
Dont putyourhandsin yourpockets.
Don'tdaspyorr hands
bdrindydr bad( Dont wringyour han& mrvougty.Don't
playwifi a penor otha ogect
Voice
style,Relateto yourlearners
in
1,1t-hea natural,conversational
a directard personalmanner.
Don'treadftrompurorcrheads
2. Dont rsd yotr prasentedon,
orfnrrdour.lf partofpur preentat'nnislustinhnnedon
mnsftr,girrctheshrdenua opyand letttm readif
causedby anxieg
3. Usevocalvarle$.A monotoneis usuafty
(rChearsd
shouldhelpthi$. Relaxwrft upperandlower
bodymaremenB.
4. tJsee comfortabhpac.men youffe anxious,yourraE
of speakingurmlly inoeaso.Relo<andspeakin a
bne
corn'ersational
5. Speakup solou qpnbe heardin he batkof Srermm. lf pu
tuo problernsl
ryeakrp,pur BE wiHsklllvdown-+olving
A6kpeophin he bad<rorar
if yourwlumeh apptopn4q
wayto em5. A pause(sllenc)aftrs kcy pointis ano<cellent
phasizelt Themoreimportantthe idea.the moreimportant
it is for you to pauseandlet thewordssinkin beforegOing
on to frrenextidea.
EyreComoa
eyecontactwisr
1, Don'tspeakurttilyou haveestablished
yor audience.
Eyecontactwill makeyourpresenation
similarb a oneon-oneonrrersation.
frgureC
Wsuals
l. Visuals.help
to.attrac{
andhold-leamert'
InterstPeopblike
to seekrynords,diagrams,
anddrawings.
2, Reinforce
anddarifuverbalconaepbwi-thvi*nls. A picturc
isworths thousandwords.
3. Makekeyporrtr meniorabhandhelpthe ilstener
rememberyourmessage.
Mo:t peqpierrdernber
vftuab
longerthantrey rememberwords
andnumbers.
4. Vizualslosetheireffecttveness
if orrerused.
A guHeliineis to
,, ' . :l
useabofJlonevisualper mhute.
visuals:
5. ln designing
. Useheadlines
only.
:
' Elimfnate
,
unnecesaqT
words,
. Wtitelargesowordscanbe readfnomthe backof tre
toom.
' Usedrarvlngs
anddiagramswheneverporsibb.
. Limitto 36 wordspervlsual(6 lincsof 6 ubrdt eacfr).
6. Afterusingvisuals,redirectlearnerdauent'onbad<to you:
. Shutoff theovefieadproieaorwtrenthereis a lengthy
oplanadonandtrere is no needfor theaudienceto tee
he transparency.
Don'thm the madrineoff andon so
hequndydratit beomesdlstracting
G0.seondsis a
guidelind.
. Tuma flip chartpageb a blankonewhen)ltlu are
finishedrnhning to it lf the llip chartpagesharrebeen
preparedin advance,
leaveblankpage berweeneadr
prepdredsheetsothe nextprepardpagewitl not shorl
,
hrough.
. hse ary writingon thedralkboardor whiteboardwhen
lnlu no longerneedit
. Breakup slldepresentations
S insertinga blackor
trahshkentslideat pointswherean oplanadonis rneded
or wherequestions
wiiflbe askedor an$,vered.
. Shorrv
or demonstrate
m obled bVrcveallngit when
neededandcoverilgit wtrenit is rlo longerIn use
O$erwlse,pur audierrcewlll lookat fre obiea andbe,
di!fiadedfromyourpresentadon.
Avoidpassingdn objed
arcundthe audiene.Instead,
walkaroundtheaudience
andshor tre qbiectto oreryonebrief,yandrnakeit
availabhat *re endof ttrepresentation
21
Mlddle $drool ,
Uaor.
remafies
Preparethe Materlals
Theteacherrnakcsa setof qotecardsoutfinihgherfcson. In ad.
dition,sheprcparesthe haMoutcandgnphson flip drartpagres
usingAppteVhtk and ttrelMac ShealsopreparestransParen'
ciesfor usewlth the overheadproiecton
Preparethe Envirorunent
theprimaryportionof thelessonissm*tlgroupwort<,
Becaure
the teacherarHngesth studcntdesk in the ctassroomto
form tableareas.Thiswill prepqrethe studentsfor the grsup
work when they comeinto the room 50 the lessonwill not
needto be intenupted.Someof the lessontakesplacein the
computerlab.Becausethis activitytskessweiafdaysto com'
plete,eachday mayrequirespecificequipmentsetups.Gen'
erally,the overheadproiectorand flip chartare used for
purpodes
the use
only.Theno(t phaie rCguires
introduc'tory
of a cornputerfab to teactrthe studentshow lo ux Apple
Worls.Additionally,anwerheadproieoor,dataproiector,and
computetwill alsoneedto be tet up.Thereg'
demonstration
to @nducttheir
willbe utitizedfor thestudents
ularclassroom
smallgroupplanningand for studentpr$entations,There
mustbe an overfieadproiector,Ndatapioiector,and a computerto viewstudentwork fn addltion,thc studenBwill usea
VCRwitha monltorto playbackhelr tepesfor thedass.After
the teacherwill alsocheckthatit ls
settingup theequipment,
all in worklngorder.
LEAR,NER
R,EQUIR,E
PARTICIPATION
Educators have long realized that active participation in
the learning process enhances learning. In the early
1900s John Dewey urged reorganiz*ion of the cur-
Prcvidethe LeamingExperlence
Duringthe introducoryphasesof thislesson,the teacherpro
sefltsmaterialsusingthe overheadproiector,a datapfoiector,
c.ohputer;llip chart and VCR Gc'neralsholmanshiptech"
niquesandfrosespecificto eachof thesemediaarefollowed:
, GenemlTedtniques.
with a
Theonlyplacein theclassroom
screenis frontandcnter.lt is usedfor the overhead
proiedor.\Mrenpresenting
infonnation
on theflipchartthe
tea*rerplacesthechartin the hont andto the left of center,
sincesheis righthanded.TheVCRandmonitorarelocaEd
to the rightof thescreen.
, W
hriegior,Useanoudineto inroduceandsummarize
Tumoff fre proiecorwhennot refuringto whatis
themateriaL
on ib frameor cover
on it PlacenoEsfor eadthansparency
informadon.
sheetUsea pgncilasa pointer.Maskunwanted
. nip Ch@tUselefraingandfigureslargeenoughfor allb see.
Standoutof he studenelineof
Facehe dasswhenspeakng.
summary
vision.SeoreallpagesfirmVto he ffipdurt Provide
of flippingbackfrroughthepages.
sheets
at ilreendinstead
. Vfu. Ched<
lighdng,
seating,
andvolume.Uston chalkboard
Bea
Prwiewnewvocabulary.
tre mainpointsto be covered.
goodrclernodd*watdttheprognmyourself.Provide
anddisarsion,
appropriate
followupacdvities
Thbthnpintwosdereloptl
bylrloryAnnfe*is RtdueUnivenlty.
fora?
int h tex:t
dndonelearonlc'
tern@te
Elueplnr
Allofhe /JSURE
Unk
atirypw own9fuefintmnbefanndonhe endosed'Clwrcon
tutfolio"CD-RQM,
22
FIGURE3.'
Pructicingo desiredskillpomotes the
efrectivenesof theleaming epeierrce.
ing various behaviorsand keeping those that lead to favorable results.If this is so, the instructional designer
must find ways to constandy keep the learner doing
somcthing. Cognitivists propose that learnersbuild up
and cnrich thcir mental schematawhen thch minds are
activelycngagcd in struggling to remember or apply
somenew conceptor principle. Thc constructivist,like
the behaviorist)vicwslearning asan activcprocess.But
thc emphasisis on activementalprocessing,not physical activity. Knowledge is built on the basisof expericnce. Student autonomy and initiative are stressed
within the context of relevant authentic experiences.
The sociopsychologicalpcrspective stressesthe importanceofinterpersonalcommunicationasthe socialbasis
ficr knowledgeacquisition.
All perspectivcs also cmphasize the importance of
feedback (productive critical evaluativeresponse):
o Behaviorists,becauseknowledgeofcorrect response
servesasa reinforcerofappropriate behaviors
o Cognitivists,becauseinformation about resulm
helpsto enrich learners'mentalschemata
o Constructivists,becausemeaning(and knowledge)
is enhancedwith eachpersonalexperience
o Socialpsychologists,becauseinterpersonalfeedback
provides both corrective information and emotional
suPport
Feedbackcan come from oneself(e.g., cxperiencing
thc 'feel" of swinging e golf dub), from print sources
(e.g., tuming to the backof the book to find the correct
answerto a practice exercise),from a dwice (e.g., thc
computergivcsa correctivestatementafteryou choosean
answerto a multiple-choicequestion),or from other people (e.g., anothermemberofyour group agrccswith your
solution to a problem). Researchindicatesthat the most
powcrfirl is interpersonalfeedbackbecauseface-to-face
reactionsaremore vivid than printed or graphicinforma-
23
FIGURE3.8
kedback ftom theleomersinformshe
how theyresponda the
instructor
me$oge.
instruction. Followup activitiescanprovide further opportunities. Tcacher Soido and manualswritten to accompany instructional materids often suggesttechniqucsand
activitiesfor eliciting and reinforcing studentresPonscs.
Rcscarchon thc intcrnationdly rcnowned television
seriesSesomcSneet and Electric Con4nny demonstrates
impressively the importance of following up a media
presentationwith practiceactivities.Researchon Sesnme
Streetshowedthat frequent viewersnot only learned the
specificskills presentedbut alsohad higher scoreson a
test of verbal IQ and more positive attitudcs about
school. |ohnston (1987) pointed out, though, that
"parental encouragementand supplementarymaterials
werc cssential to achieving the efflects observed"
@.a44|.In thc caseof Elec*ic Compnny,children with
low reading ability who watched the programsin school
under teacher supervisionshowed significant reading
"learning defiimprovement.fohnston concludedthat
nitety did occur when viewing was insurcd, and whcn
teachers supplied additional learning materials and
helped the childrcn to rehearscthc matcrials Presented
on tclevision" (fohnston, L987, P. 44). (SeeASSURE
Blueprint for Requirc Irarner Participation,pege75.)
poseshere: assessing
learner achievementand evaluating mcthods and media.
Although ultimate evaluationmust awaitcompletion
of the instructionalunit, evaluationis ongoing. Evaluations arc madcbcfore, during, and after instruction; for
example,beforcinstruction,you would measurelearner
to ensurethat therc is a fit betweenexistcharacteristics
ing studcnt skillsand the methodsand materialsyou intend to use. In addition, materialsshould be appraised
prior to use. During instruction, evaluationmay take
the form of student practicewith feedback,or it may
consist of a short quiz or self-evaluation.Evaluation
during instruction usuallyhasa diagnosticpurpose;that
is, it is designedto detectand corrcct learningfeaching
problemsand difficulties with the instruction that may
interferewith student achievement.
Evaluation is not the end of instruction. It is the
starting point of the next and continuing cyclein our
systcmaticASSURE model for effectiveuse of instructional media. (For a comprehensivegeneraldiscussion
seethe Stigginsreferencc
of evaluationand assessment,
in this chapter'sSuggestedRcadings.)
Assessmentof LearnerAchievement
EVATUATEAND REVISE
The final component of the ASSURE model for effective learning is evaluation and revision. Often the most
frequendy misuscd aspectof lesson design, evaluation
and revision is an cssentialcomponent to the development of quality insuuction. There are many purposes
for evaluation. Often the only form seenin education is
the paper-and-penciltest,claimedto be uscdfor assessment of student achievement.We will discusstwo Pur-
24
hamer tatticfiatton
large-Grcup Ac{ivlties
As a review,introduction,
eachstudent
and practiceexercise,
in the tlass readsand interpretsa graph6ar, ling or circle)
presentedto him/her on the flip chart,Eachstudentwrites
his/herfindingsdirectlyon the laminatedflip chartpage.Using thismethodthe teacherprovidespracticewith feedbackto
in the class.Duringthe'minigresentations"
eachindividual
thecldsshashandouts
lhat includethesamegraphsar theflip
for
drert Thisenablesthernto havea recordof *re exercises
ln addition,it involvestheentireclassin the
futurerefererrce,
learning.Thestudentslearnhow to utilizethe computerlab
to pracliceconstruction
andproduceprintoutsof graphs(bar,
line,drcfe,and othersif appropriatdwlfi'rAppleWork.
Smallroup Acthftlee
Suruey
Thesmallgroupschoosing
to conduct surveycoulduse,{p,
pbW6tt6to createandwrih theirsurvey.Thegroupmustsub.
mit an audiotape
of eadrmernberadministering
thesurveyto a
groupor indMdual.
Ohserudtion
Thesmallgroupselectingto useobservation
techniquesuseAppleWfu to ereateandwritean obseruatlon
sheetto usewhen
theymaketheirobservations.
Thegroupmustsubmita video
tapeof eadrmemberconducring
an observation.
Pe,sondl Interuiew
Thesmafigroupsdroosingto conductpersonal
inteMewsuse4p,
pleWfu*s
to deateandwritean intervierry
formto usewtrentrey
conductheirinteMe$,s.
Thegmupsmustalsozubmitavideotape
or anaudidapeof eachmemberconducting
an intewienr.
In eachcasetheschoqlmediaspedalistanangestime in the
libraryo in anotherdassroomto helpthe groupswlth the au"
diotapesand videotapes.
Duringthe group prsentations,
the
teacherprovidesthe equipmentnecessary
to play back eadr
groupsaudioandvideotapes.
Reponenhomeadrgrouppresnttheirdataon a chartor a
graph.Thestudents
mustaccurately
conswctaM producea
printoutof a graphOar,line or circle)usingApplellhrk. Dur
inghe grouppresentationt
theteacherpreparutheequipment
necssary
to vie,v'r
eadr group'sgraphsusinga dataproiectol:
Thegroupsarercquiredto accuretely
read,interpret,and verballypresent
allfre statistical
information
shovvn
on theirgraphs.
in a
Followingthe largqgroupactivtty,fte studentsparticipate
to collect,
smd{toup activity.
AsignmenBrequirethestudents
intqrprt,dnd prsentbaslcdata.Initially,the groupswo* to'
getherto propose,
discus,andagreeona topicfora grouppre$
presentalion
datacollection
entation.'lhe
topicmustincorporate
ard *re r"seof
technhueskurvey,obsewatio&
and/orinterview)
graphsto prsentnumedcalinformation"
the studentscollectdatain their schoolfor a smallgroup
prsen0ation.
Thegroupnchoosewhetherto collectfreir data
or personalintervievls.Each
ttuorgh survep, observations,
gnouBusesApB/elt&rls
to wtiteandpmducea writtenreportre
gardirEthedatacoflection
associated
wi*l *|e topic
technlque$
of $eir presentation
ThbEtueprintw6
developed
WMaUAnnk*is, hadte Untvesity.
Nl ofb\eASSURE
Bluepdnv
inhb lenondonelectonktenplote
torav
otinglnur ownBlue$intconbefoundon theenffi'Clorsroan Link
tutlalio'cD$aM
25
FIGURE 3.T2
A sompleproductrotingchecklist.
STS
PRODUCTRATING CHEGKLf
Welding
Ddic
Noms
if youwish.
boxes.Addcomrnent$
theoppropriole
RaEJheweldedproductby checking
"''
metol{sl
Fitler
Bosemetol(sl
, , .,..
E
g
o
u
X
LIJ
Pra'ftlcc
(nax Vtz"|
Ccrnvexify
loe
on
Fuston
Overlop
of fill
Amount
L-t
tr
LJ
\J
" g d
tr
n
n
n
-o
-lf,
tr n
n n
r-'l
n
tr n
a
CL
fl
TI
n
n
Ovcnrll Evoluqtlott
Evolualor Gommcnfr:
Wor*monrhip:
tJniform
oppeoronce
Arcstrikes
Beodwidth
Beodshrrf
Beodtiein
Beodferminotion
Penetrotion
Amounlof spcliter
'o
o
t)
-c'
, r g o
n n n
n
n
n
n t l n
N E t r
f l r n
n
n
n
n
n n
r n
n n
u
|:]
Revision
The final step of the instructional cycle is to sit back
and look at the resultsofyour evaluationdata gatherbetweenwhat you
ing. Where are there discrepancies
28
FIGURE'.I'
FIGURE3.T4
A sampleleamer rcoctionform.
FIGURE3.I5
Anolpis of sudent rcactionsto lesonsb an
integrclNrt of ilrc instructbnolprocert
intended to happen and what did happenl Did student achievementfall short on one or more of the objectivesl How did studentsreact to your instructional
methods and media| Are you satisfiedwith the value
of the materialsvou selectedl You should reflect on
the lcsson and eachcomponent of it. Make notes immediately following completion of the lesson,and refer to them before you implcment the lessonagain. If
your evaluation data indicate shortcomings in any of
these areas,now is the timc to go back to the faulty
29
'&
Middle Sdrool lVlathematics
Evatuace and frtvlse
Assessmentof Leamer Achlevement
The followingretingform is usedto waluaF studens knowlunit Theformisdclgned for
edgeof the "lnfonnationStatistics'
studenBto complete.
Colleeing Don (20 poind
. Did eachmemberof yourgroupcollectdataat leastonce
andrecordthison tape?
. Did yourgroupcreatandwritea daracolleaionsheet
or intervievv)?
Gurvey,observation,
. Dld yourreportaccltrately
o<plainthastepstakeno olfect
yourdata?
. Did your rportstatea sor,tndrationalefor droosingthe
specifi
c cotlection
tedrnique?
Presentingthe Dato (20 pointil
. Are yourgraphsearyto read?
. Do yourgraphshaveappropriate
tides?
. Are thecomponenB
of yourgraphslabeledconectly?
. Did youprovidea printoutof youf graphs?
hesentotion SUle Qn poin9
. Didyourgroupintroduce
yourpresentation
topicandtll
whyyoudroseit?
. DirJyou o<plainyourdatacollectionmethodandgiveyour
rationalefor ie droice?
. Dld you playbackyourdabacollediontape?
. Dld you showyour resultsin tre formof gnphs?
. Did yourgroupleavetirnefor questions?
. Did yourgroupan$derprtinentquestiotls?
lnterprention Q0 polnN
. Did yowgroup co{rectlyrcadandinterpretSregraphs?
. Did yourgrouperglainall the sradsdcaltnformation
shown
on ttregnphs?
part of thc plan and rcvise it. The model works, but
only if you constantly usc it to upgrade thc quality of
your instruction. (SeeASSURE Blueprint for Evduatc and Revise,above.)
,/F\ CLASSROOMLINK
W/ pORTFOLto AcTtVtTIES eo
Pleaseusethe "ClassroomLink Portfirlio" CD-ROM and
the CompanionWebsiteasresourcesin completing these
activities.To completethe following activitiesonline go to
thc Portfolio Activities module in Chapter 3 of the Companion Websitc (http :/ / www.prenhall.com/heinich ).
L Plonningfor Insttuction. Selecta content areastandard
or topic you might like to teach.Use the Irsson
Planningfunction on the "ClassroomLink Portfolio"
CD-ROM to createa lessonto addressthis topic
and/or standard,addresing issuesof diveisclearners.
(ISTE NETS-T II-A & C; [I-A & B; VI-C & E)
2. Wrinen Reflection.Briefly describelessonplanning
using the ASSURE modcl. What do you seeas the
benefits and drawbacksof using this modelf What
works best for youl Whyl (ISTE NETS-T II-B)
30
Uoon
Matertals
Preview Materids
priorto taching
It isessentlalto
knowthematerials
wift tfBrfl.
A"orrr"
bamerc
@rral Chafacterirdcs
this isa descipfonsf thedas asa wholeG.g"age gnde,etd.
rElmyCor@es
opeclbdof the
of thetypesof knowfedge
Ttrlsisa dgsqipdon
':
hamR.
Leanfirg St!/leg
'lhis a descripion
of indiof theleamingsrylbtcprclerences
b
of theclass.
vidualmembers
Prptrttre Envirtnment
$etrng up the ihstructionalenvironmenthelps to mak the
leaminge<periqn@
Valuable.
Prcparethe Learners
whatisexpectedof themhelpsleamersbe involvedin
Knovu{ng
theleaming.
Sr." mHwes
of the leamingout@mesand are
aG dcssipffons
Obiecti\res
writtenuslngttc ABCDlormat.
Asseosmerrt
of lecrner Achievement
Radonale
It h importantb considerwhy certainmediaha\rebeen
selpded.
EvaWfon of CornmerclalMatedak
ApprelsrlChdctdlitiare vsluablewh6selectingcommercial
materisL.
ENTS
I NTEGRATIONASSESSM
To complete the specifiedactivitiesonline go to the Inmodulein Chapter3 ofthe ComtegrationAssessments
panionWebsite(http:/ /www.prenhall.com/heinich).
l. Plan a presentationusing the procedures
describedin this chapter.Your description
must follow the "AssureBlueprint: A
Tcmplate for Planning" in this chapter.
at leastfive objectivesfor a lessonyou
Write
2.
G)
\L:/
-ight teach.Choosea topic that allowsyou
to write objectivcsin more than one domain.
ac"*-\ 3. Selecta chapterfrom a textbook of interest
W
to vou and ierive a set ofat leastfive
objectivesthat you feel the aurhor intended.
31
REFERENCES
Buder, Kathleen A. 1986. I*arning ond. teachingstyle:In
theoryand in practicc.2d ed. Columbia, CT: Learncr's
Dimcnsion.
Dick, Wdter, Lou Carey and Jim Carey.2001. Tlterystenratic
d.aign of insnuction. Sth ed. Ncw York Longman.
Dunn, Rita, and Kenneth Dunn. 1992. Toachingelementory
stadentsthro*gh their ind.ioid*nl lenrting sryles:Prnctical
34. Boston:Allyn & Bacon.
npplicationsforgrnd.cs
of learning.4th cd.
Gagn6,Robert M. f985. Thc cond.itions
NewYork: Holt, Rinchart & Winston.
Gardner, Howard. 1993. Mrhiph intelligences:Thc tbeoryin
prnctice.New York: BasicBooks.
1999. Intelligence reframed.:Maltiple intclligencesfor
the2lx century.New York: BasicBooks.
Gronlund, Norman E. 2000. How to wite and aseinstractionol objectioar.6th ed. Upper Saddle River, N]: MerrilTPrenticc Hall.
Johnson,David W., and Roger T. Johnson. 1993. Cooperative lcarning and fcedbackin technology-bascdinstruction. In Intcractipe instruction ond feedback,editcd by f.
Dcmpseyand G. Sales.EnglewoodCliffs, NJ: Educational
TechnologyPublications.
fohnston, |eromc. 1987. Electronic lenrning: From pad.iotf,pe to pid.eltupe. Hillsdale, Nf: Lawrcnce Erlbaum
Associates.
Kellcr,John. 1987.The systematicproccssofmotivationd design,Performanceand.Irstraction, 26(9): I-8.
Magcr, Robcrt F. 1997. Pftpnring inrntcrtonol objcctiea,3d
cd. Atlanta, GA: Ccntcr for Effcctivc Pcrformancc.
McAlpine, Lynn, and Cynthia Weston. 1994. The attributes
of instructional materials. Perforwnnce Improwwcnt
QyarterQ, 7(l): 19-30.
Tobias, Sigmund. 1987. I*arner characteristics.ln lw*uceditedby Robcrt M. Gagn.
tional technology:
Foundations,
Hillsdale, N|: LawrenceErlbaum Associates.
READINGS
SUGGESTED
General References
Kafai,Yasmin,and Mitchel Resnick.1996. Constructipismin
proctice: Designing, thinhing, and. lenrning in a digital
world. MahwafuNJ: LawrenceErlbaumAssociates.
Messerer,I. L997. Adaptive technology: Unleashing the
powcr of tcchnologyfor all students.I*orning and.I*ad.ing with Technology,
24\5): 50-53.
Prestidge;Glaser,L. K 2000. Authentic assessment:
Employing appropriatetools for evaluatingstudents'work in 2lstcennrry.Interventionin School
and.Clinic, 35(3):178-L82.
Stiggins, Richard I. 2001. Srudent-inpolped.
cla.syoomnssessment.3d ed,.Upper SaddleRiver,N| : Merrill/Prentice Hall.
Waddeck,1.1997. Physicalconsidcrationsin the developmcnt
of a computerlearningenvironment.BritishJorrnol of EducartonolTechnologry,
28(l): 69-7 L.
lnstructionol
Design
Boyle,T. 1997. Designfor muhiwedia leorni*9. Upper Saddlc River,NJ: Merrill/Prentice Hall.
Dick, Wafter,Iou Carcy,and )amesO. Carey.2001. The Estemnticd.eignof insnaction.Sth ed. New York: l,ongman.
)onasscn,D. H. l99T.Instructional designmodelsfor wellstructured and ill-structured problem-solving learning
outcomes. Ed.*cationnl Technology
Reseqrchnnd. Development,45(L):65-9+.
Morrison, Gary R, StevenM. Ross,and |errold E. Kemp.
2001. Designing ffictive instraction. 3d ed. Ncw York:
fohn Wiley and Sons.
Learning Styles
Armstrong, Thomas. 1994. Muldph intclligcnccsin thc classroom. Nexandria, VA: ASCD,
Kcller,J. M. 1987. Developmentand useof the ARCS model
of insuuctional design.Joarnal of Insnuctional Dnelopment,I0(3):2-lO.
1999. Using the ARCS motivationalprocessin computer-basedinstruction and distanceeducation. New DirectionsforTbnchingand.Inorning, 78: 3947.
32