ASSURE Model Instructional Plan

Pangalan ng Guro : Frio, Cythel

Margallo, Justine
Paksang Aralin : Tungo sa Mabisang Komunikasyon

Antas : Baitang 11
Haba ng Pagtalakay : 40 minuto/ apat na araw sa loob ng
isang linggo
Analisahin ang iyong mga mag-aaral (Analyze Learners )

• 40 mag-aaral
• 15-16 na taong gulang
• Ang paksang aralin na ito ay nakadisenyo para sa mga mag-aaral sa Baitang
11, Senior High School. Ang mga mag-aaral ay may iba’t ibang pamamaraan
at estilo sa pagkatuto.
• Dahil dumaan na sa iba pang kursong Filipino na nasa ilalim ng Gen Ed ang
mga mag-aaral na ito, inaasahan na may pauna na silang kaalaman tungkol sa
mabisang pakikipag komunikasyon.

Ilahad ang mga layunin sa pagtuturo (State Objectives )

Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika(F11PT –

Ia – 85 ). Naipaliliwanag nang pasalita ang gamit ng wika sa lipunan sa
pamamagitan ng mga pagbibigay halimbawa(F11PS – Id – 87). Nakapagsasaliksik
ng mga halimbawang sitwasyon na nagpapakita ng gamit ng wika sa lipunan(F11EP
– Ie – 31).
Pumili ng Angkop na Estratehiya, Metodo, Midya at mga Materyales (Select
Methods, Media, and Materials )
• Sa kabuuan ng talakayan, gagamitin ng guro ang Pagkatutong Batay sa
Pagtuklas (Discovery Learning).
• One (1) manipulative instructional material
• One (1) field trip plan
• Five (5) photo shoots
• One (1) comic strip
• One (1) poster
• One (1) sketch
• One (1) information organizer

Gumamit ng Teknolohiya, Midya at iba pang Materyales (Utilize Media,

Materials, and Methods )
 • Ihanda ang mga materyales: Ihahanda ng guro ang mga gagamiting
materyales at sisiguraduhing ang lahat ay may magagamit.

• Ihanda ang kaapligiran: Sisiguraduhin ng guro na ang bawat mag-aaral ay

hindi masasagabal ng anomang ingay. Maglalaan din ang guro ng ilang
espasyo para doon gawin ang mga pangkatang gawain.

• Ihanda ang mga mag-aaral: Bibigyan ang mga mag-aaral ng paunang

panuto sa kung ano ang gagawin. Magkakaroon din ng pagbabalik aral bago
magsimula ang gawain. Ipapaalala ng guro ang mga dapat tandaan sa
pakikipagkomunikasyon.

• Provide the learning experiences: Ang guro ay magpapakita ng mga iba’t

ibang larawan na nagsasaad ng pakikipagkomunikasyon. Sapamamagitan ng
mga larawan , ang mga mag-aaral ay matututo kung ano ang iba’t ibang
kahulugan ng wika, kung ano ang isinasaad sa mga larawan batay sa kung
ano ang gamit ng wika sa lipunan, at nabibigyan ng sariling pagpapakahulugan
ang mga ito batay sa mga naipakitang halimbawa.

Hingin ang partisipasyon ng mga mag-aaral (Require Learner Participation)

Collection of materials: (10 minutes)
• Kukunin ng mga mag-aaral ang mga halimbawa na ginamit ng guro.
• Lalapitan nila ang manipulatives upang suriin ng mabuti.
• Bibigyan ng guro ang mga mag-aaral ng ilang minuto upang pag-isipan at suriin
ng mabuti ang mga halimbawang ginami
• Sapamamagitan ng pagsusuri matututunan, mauunawaan at matutukoy ng mga
mag-aaral kung ano ang paksang tinatalakay.

Lesson: (20 minutes)

• Sa una at pangalawang araw ang mga katanungan ay ilalahad ng guro
sapamamagitan ng pagsulat sa blackboard. Sa ikatlong araw naman ang guro
ay papangkatin ang mga mag-aaral sa dalawang pangkat at magbibigay ng
ilang katanungan at sasagutan nila ito sa loob ng tatlo(3) hanggang (5) limang
minuto.
• Ibabahagi ng dalawang pangkat ang kanilang sagot batay sa ibinigay sa
kanilang tanong.
• Batay sa mga kasagutan na ibinahagi ng dalawang pamgkat mga mag-aaral
kukuha ng ilang mahahalafgang punto They will count out each of the two
numbers in the equation, and then write the total on their boards.
• While counting out objects, students may talk to each other about how many
they are counting and why.
• The teacher will check boards.
• On Day Three, students will start by following teacher, but will start to work on
their own from the worksheet, they may discuss what they are doing with their
table mates.
• Students will be randomly chosen to use the manipulatives that are being
projected and writing their answer on the smartboard (except on Day One).

Evaluate and Revise

 1. Student Performance
• Teacher will evaluate student performance based on the answers they give
to the questions written on the board.
• The worksheet from the last day will also allow the teacher to see how well
they understand simple addition problems.

2. Media Effectiveness
• Notice if students are enjoying coming up to the projector to use the
manipulatives and if writing on the smartboard was an effective strategy to
keep them involved.

3. Instructor Performance
• In a self-evaluation, teacher will answer these questions:
 Did the teacher keep the class quiet and working?
 Did the students understand the method of teaching?
 Did the lesson go smoothly? What could have been done for it to go
more smoothly?

Reference:

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and
media for learning. Boston, MA: Pearson Education, Inc.
 ASSURE MODEL RUBRIC
CATEGORY Distinguished Proficient Progressing Unsatisfactory
2 Most learners’
4 Learners are described including grade,
characteristics are included, 1 Few learner characteristics
demographics, learning styles, and background Not completed
but some key information is are included.
Analyze learners knowledge, etc.
missing.
3 k-12 national standards, performance
standards and learning competency include 2 Benchmarks are provided 1 Benchmarks are included
State benchmarks behavior to be demonstrated; conditions under
which behavior will be observed; degree to which
but key information is
missing.
but rudimentary/not defined
(too many).
Not completed

and standards learned skills are to be mastered.

4 Appropriate instructional material is fully
Select instructional integrated. Media implementation is described
and an explanation on how media helps to meet
2 Appropriate instructional
material is included, but not
1 Inappropriate instructional
material is included, and/or Not completed
methods, media, and objectives is provided. described well. no explanation is provided.
materials
2 An instructional material
1 Evaluation of instructional
Utilize media and 4 Evaluation of student meeting objectives is
included and complete.
use is included but is not
enough to fulfill lesson
material is poorly written and Not completed
inadequate.
materials objectives.
1 Individual OR group
2 Individual and small/large group activities are
Require learner planned, and the lesson incorporates collaboration
activities are planned, but
end product is not generated
0 Individual acquisition of
lesson information
Not completed
and/or cooperative learning.
participation by collaboration.
1 Criteria for evaluating the 0 Criteria for evaluating the
2 Criteria for measuring the effectiveness of the
effectiveness of the lesson effectiveness of the lesson Not completed
Evaluate and revise lesson are clearly explained.
are partially explained. are poorly explained.
4 Criteria for success are clearly stated in the
form of a rubric. Criteria include qualitative as well
2 Criteria for success are at 1 Criteria for success are
Assessment as quantitative descriptors. The evaluation
least partially described. barely described.
Not completed
instrument clearly measures what students must
know and be able to do to accomplish the task.
0 Lesson process is not
1 Some directions are given, clearly stated. Teachers
2 Every step is clearly stated. Most teachers
but there is missing would not know exactly what
Clarity of the lesson would know exactly where they are at each step of
information. Teachers might they were supposed to do
Not completed
the lesson and know what to do next.
be confused. just from reading this lesson
plan.
Perfect Score = 25 TOTAL SCORE
Name of students: Date submitted: Evaluator:
1. __________________________________________________ Section Code:
2. __________________________________________________ Course Code:
Time Schedule:
 Criteria for Demonstration Teaching in EdTech1 Criteria for Demonstration Teaching in EdTech1
CRITERIA Score CRITERIA Score

I. ASSURE Model (30 points) I. ASSURE Model (30 points)

a. Complete ASSURE Model Parts/Procedures a. Complete ASSURE Model Parts/Procedures

b. Well established lesson objectives b. Well established lesson objectives
c. Activities parallel to objectives c. Activities parallel to objectives
d. Organization of the lesson d. Organization of the lesson

II. Teaching Criteria (30 points) II. Teaching Criteria (30 points)

a. Communication Skills a. Communication Skills

b. Mastery of the subject matter b. Mastery of the subject matter
c. Effective facilitating of instruction c. Effective facilitating of instruction
d. Ability to hold the attention of the learners d. Ability to hold the attention of the learners

III. Integration of Assigned Material/s (40 points) III. Integration of Assigned Material/s (40 points)

a. Effective and creative integration of materials to instruction a. Effective and creative integration of materials to instruction
b. Appropriateness of materials to the topic and objectives b. Appropriateness of materials to the topic and objectives
c. Application of materials to the phases of instruction c. Application of materials to the phases of instruction
d. Followed principles in utilizing the specific material d. Followed principles in utilizing the specific material

TOTAL SCORE TOTAL SCORE

Name of Student (in a dyad) Name of Student (in a dyad)

1. 1.
2. 2.

Course Code : Course Code :

Section Code : Section Code :
Time Schedule : Time Schedule :
Date : Date :
Evaluated by : Evaluated by :