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furalyze loamers
State objectives - -lea,tt;tq #*f
,$slect instructional methods, media, and materials
'lltilize media and materials
frequire leorner participation

fvaluate and revise

The ASSURE model

effective use of media in instruction.

ISD (Ipshuctional Systems Design)


appmopuate,leaming envincnment for their studcnts.

Analyze learners
Bpfore you can begin, you must know your tnrget audiencc (your students). You need to write
down the following information about your students:
General characteristics - grade, age, ethnic group, sex, lncrrfrll, emotional, physical, or social
pmblems, socioeconomic level, and so ott.
Speclfic ontry competencies - prior knowledge, skills, and altitudes.
l"enrning styl$s - verbal, logical, visual, initsical; stnlcttr*rl, hn*l so on,
State objectives

Once you know your students, you can begin writing the objectives of your lesson. Objectives
are the learning outcomes, lhat is, what will the student get out of the lesson?.
The ABCD's of writing objectives are:




Audience (who are your students?) <blt<' caf &[( I ^

Behavior to be
Conditions under which the behavior will be observed
f+"VF qqdftirrr
Degree to which the learned skills are to be mastered.


Select instructional methods, mediq and materials

Once you know your students and have a clear idea of what they should get out of the lesson,
then you'are ready to select the:


Instructional method that you feel is most appropriate to nreet the objectives for these
particular students.
Media that would be best suited to work with your instructional method, the objectives,
and your shrdents. Media could be text, still images. video, audio, and computer





Materials that provide your students with thc help tltcy neetl in mastering the oh.iectives.
Materials might be purchased and uscrl ;ts is or llrr:t rrriglrt nccd some rnodificatiotts. Yott
can also design aucl create your own nurteriuls lbr llrtr ritttclents to use. Materials woulcl he
specilic software programs" music, vidc:otapes, ittlir;.!,:t, btrt would also be equipmcnt, i.e',
'l\r" l;rricrdisr: player, VCR' and so ott'
overhead pro,iector, cnmpuler, printer. l;(':tlrlllcr,

'Utllizn media and materials

also use the equipment in advzurcs to bc sure it rvorks iutd you know how to use it.
a plan


I{ardware and software firs crcated by ltttlnrtns

frcquire learner participatior.r

passive learner has more trouble lcaming whatever wc try to pour into his/trer brain.

group *oik, hands-on activities, and olher rvays of getting students actively irivolved in
the learning of the content.
participate in the leaming activities in the unit plan. Listen to your students and allow
them to become aware of the content'

fvaluate and revise

This last stage is ollen neglected but it is lhe most imponant one.
Anyone can develop a lesson and deliver it, hut re*lly good teachers must reflect upon
the lesson, the stated objectives, the instructional strategy, the instructional materials, and
the assessment and determine if these elentents of lhe lesson were eflective nr if one or
more of them need to be changecl the next time thc lct,son is done.
The assessment you usecl rnight havc shown thut slrrdents didn't learn what you tested
for. This might mean that you did not accurately k:$l lbr the stated objectives, thc nrethrld
of assessment needs to be revised, or the lessort tlid not permit errough time lor tlrer
students to master the objectives.

You are not a bad teachcr il'a lcssort rfulcs nol work.
Y6u are a bad teacher if you don't rellect upon your le:t';+,ns rtnd work on revising elemcnts

of the lesson until ygur studeltls hcfittlttr ",tt,.:uessfttl learllers.

Itet*rtcd by:

lutrn, M.r7.rita


Aguilti,ingeliat d.