ASSURE MODEL knowledge, skills, and attitudes

about the topic

- Is a procedural guide for planning and
delivering instruction that incorporates General Characteristics (of the learners)
media, assumes that training or
- Even a superficial analysis of
instruction really is required (e.g.,
learner characteristics can
students don’t know how to use the new
provide helpful leads in
laboratory microscopes, or assembly line
selecting instructional methods
workers must learn to handle safely the
and media.
toxic materials they work with).

ANALYZE LEARNER CHARATERISTICS - CHARACTERISTICS OF THE

A
LEARNERS DEPEND:
S STATE OBJECTIVES
SELECT, MODIFY, OR DESIGN MATERIALS o Reading skills, ethnic
S
or cultural subgroup,
U UTILIZE MATERIALS learner’s apathy, social
REQUIRE LEARNER RESPONSE background and etc.
R
- The more advanced have a sufficient
E EVALUATION base for using audiovisual or even
verbal materials.
THE ASSURE METHOD Specific Entry Competencies
1. ANALYZE LEARNERS - At the beginning, you have to
- The first step in planning is to assume that the learners lack the
identify the learners. knowledge and skills

- Your learners may be: - But they possess the knowledge or

o Students, trainees, or
members of an
organization such as a
Sunday school, civic
club, youth group, or
fraternal organization.
skills needed to learn and
understand from the lesson.
- In reality, these assumptions are
often mistaken.

- You must know your students No. ANDRAGOGY PEDAGOGY

to select the "best" medium to (Adult Learning)
meet the objectives. 1 Learners are called
“participants” or
- The audience can be analyzed “learners”
2 Independent learning
in terms of (1) general
style
characteristics and (2) specific
3 Objectives are
entry competencies— flexible
(Student Learning)
Learners are called
“students”
Dependent learning style
Objectives are
predetermined and
inflexible
 4 It is assumed that It is assumed that 2) It then specifies the Behavior or
the learners have learners are capability to be learned and
experience to inexperienced and/or
contribute uninformed 3) The Conditions under which the
5 Active training Passive training capability would be observed
methods are used methods, such as
lecture, are used 4) Specifies the Degree to which the new
6 Learners influence Trainer controls timing
skill must be mastered—the standard by
timing and pace and space
which the capability can be judged.
7 Participant is Participants contribute to
involvement is vital the experience Audience
8 Learning is real-life Learning is content-
problem centered centered - Focus on what the learner is doing, not
9 Participants are seen Trainer is seen as the on what the teacher is doing
as primarily primary resource who - Learning is most likely to take place
resources for ideas provides ideas and when the learner is active— mentally
and examples examples processing an idea or physically
practicing a skill.
2. STATE OBJECTIVES - Not what the teacher does, the objective
- The next step is to state the begins by stating whose capability is
objectives as specifically as going to be changed
possible.
Behavior
- The objectives may be derived - The heart of the objective is the verb
from a needs assessment or a describing the new capability that the
course syllabus, stated in a text- audience will have after instruction.
book, taken from a curriculum - This verb is most likely to communicate
guide, or developed by the your intent clearly if it is stated as an
instructor. observable behavior.
OBJECTIVES SHOULD BE STATED IN TERMS - What will the learner be able to do after
OF: completing instruction?
o Vague terms such as know,
- What the learner (audience) will be able understand, and appreciate do not
to do as a result of instruction (behavior) communicate your aim clearly. Better
- The conditions under which the student are define, categorize, and
or trainee is going to perform and the demonstrate, which denote
degree of acceptable performance observable performance.
should be included.
Conditions
The ABCDs of Well-Stated Objectives
- A statement of objectives should include
1) A well-stated objective starts by naming the conditions under which performance
the Audience of learners for whom the is to be observed, if such conditions are
objective is intended. 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
CLASSIFICATION OF OBJECTIVES
- An objective may be classified according
to the primary type of learning outcome
at which it is aimed.
- Although there is a range of opinion on
the best way to describe and organize
the subsets, three categories, or
"domains," of learning are widely
accepted: cognitive, affective, and motor
skills.
- To these we add a fourth—interpersonal
skills— which addresses important skills
neglected in the other domains.
Cognitive-learning involves the whole
arrayof intellectual capabilities, from simple
factual recall to the generation of new theories.
Affective learning involves feelings and
values. Objectives in the affective domain may
range from stimulating interest in a school
subject to encouraging healthy social attitudes to
adopting a set of ethical standards.
Motor skill learning involves athletic,
manual, and other such physical skills.
Objectives in the motor skill domain include
capabilities ranging from simple mechanical
operations to those entailing-sophisticated
neuromuscular coordination and strategy, as in
competitive sports.
Interpersonal skills learning involves
interaction among people. These are people-
centered skills that involve the ability to relate
effectively with others. Examples include
teamwork, counseling techniques, administrative
skills, salesmanship, discussion activities, and
customer relations.
The cognitive Domain
- Proposed by Bloom envisioned a rather
orderly progression from simple to
complex mental abilities.
- Research suggests that the cognitive
domain incorporates at least three
qualitatively different types of
capabilities, not a single sim-ple-to-
complex continuum.
COGNITIVE DOMAIN INCLUDES:
- Verbal/visual information
- Intellectual skills:
o Discrimination: to be able to
distinguish between two different
stimuli, that is, to see the
difference between physically
similar objects
o Concept learning: classifying
things or ideas into categories
on the basis of some shared
attributes.
Cognitive Strategies
- The internal "control processes" that
govern the learners ability to visualize,
think about, and solve problems.
- The sophistication of our cognitive
strategies determines how creatively,
fluently, or critically we will be able to
think.
The Affective Domain
 - The affective domain is organized
according to the degree of internalization
- The degree to which the attitude or value
has become part of the individual are the
following:
1) Receiving:
Being aware of and willing to pay
attention to a stimulus (listen or
look) (e.g., the student will sit
quietly while the teacher reads
Long-fellows Paul Reveres
Ride.)
2) Responding:
Actively participating, reacting in
some way (e.g., The student will
ask questions relating to Paul
Reveres Ride.).
3) Valuing:
Voluntarily displaying - an
attitude, showing an interest
(e.g., The student will ask to
read another story or poem
about Paul Revere.)
4) Characterization:
Demonstrating an internally
consistent value system,
developing a characteristic
lifestyle based upon a value or
value system (e.g., The student
will devote a percentage of his or
her free time to studying
American history.)
The Motor Skill Domain
- The motor skill domain may be seen as a
progression in the degree of
coordination required
- The following degrees are:
1) Imitation:
Repeating the action shown
(e.g., After viewing the film on
the backhand tennis swing, you
will demonstrate the swing with
reasonable accuracy.)
2) Manipulation:
Performing independently (e.g.,
Following a practice period, you
will demonstrate the backhand
tennis swing, scoring seven of
the ten points on the
performance checklist.)
3) Precision:
Performing with accuracy (e.g.,
You will demonstrate an
acceptable back-hand tennis
swing, returning successfully at
least 75 percent of practice
serves to the back-hand.)
4) Articulation:
Performing unconsciously,
efficiently, and harmoniously,
incorporating coordination of
skills (e.g., During a tennis
match, you will execute the
backhand stroke effectively
against your opponent, returning
nine out of ten of all types of
shots hit to the backhand side.).
Types of Interpersonal Skills Learning
1) Seeking/giving information:
Asking for/offering facts,
opinions, or clarification from/to
another individual or individuals
(e.g., You will ask your
supervisor about the meaning of
a new work rule.)

2) Proposing:
Putting forward a new concept,
suggestion, or course of action
(e.g., You will make a job
enrichment suggestion to your
supervisor.).
3) Building and supporting:
Extending, developing, and
enhancing another person, his or
her proposal, or concepts (e.g.,
In a departmental meeting you
will suggest an amendment to
someone’s motion.)
4) Shutting out/bringing in:
Excluding/involving another
group member from/into a
conversation or discussion (e.g.,
In a departmental meeting you
will ask a quiet member to give
his or her ideas.)
5) Disagreeing:
Providing a conscious, direct
declaration of difference of
opinion, or criticism of another
person’s concepts (e.g., During
a lunchroom discussion you will
defend a new work rule against
a colleagues attack.).
6) Summarizing:
Restating in a compact form the
content of previous discussions
or considerations (e.g., Before
giving your comments in a
depart-mental meeting you will
summarize the arguments that
have been presented.)
Objectives and Individual Differences
- Objectives in any of the domains just
discussed may, of course, be adapted to
the abilities of individual learners. The
stated philosophy of most schools and
colleges is to help students fulfill their full
potential, not to produce clone-like
replications of a standard mold.
3. SELECT MEDIA AND MATERIALS
- A systematic plan for using
media demands that the media
be selected systematically at
first.
- The selection process has two
stages:
(1) choosing an appropriate
media format and (2)
selecting, modifying, or
designing the specific
materials within that format.
Choosing a Media Format
- A very complex task because of the
following: vast array of media available,
the infinite variety among learners, and
the objectives to be pursued.
Media selection models
- These are different formulas proposed to
simplify the task.
- Media selection models are usually in the
form of flowcharts or checklists.
Things to consider in media selection models:
1) Instructional situation or setting
(e.g., large- group, small-group,
or self-instruction)
2) Learner variables (e.g., reader,
nonreader, or auditory
preference)
3) The nature of the objective (e.g.,
cognitive, affective, motor skill,
or interpersonal) must be
 considered against the
presentational capabilities of
each of the media formats (e.g.
presenting still visuals, motion
visuals, printed words, or spoken
words).
- Some models also take into
consideration the capability of each
format to give feedback to the learner
Obtaining Specific Materials: Select, Modify, or
Design?
- Once you decided what media format
suits your objectives the next thing that
you should consider is in finding specific
materials to convey the lesson
Selecting Available Materials
- The majority of instructional materials
used by teachers and trainers are "off
the shelf"—that is, ready-made and
available from school, district, or
company collections or other easily
accessible sources.
Survey of Sources
- Your first step might be to survey some
of the published media reference guides
to get a general idea of what is available.
- Unfortunately, no single comprehensive
guide exists to all audiovisual materials
available in all media formats in all
subjects; you may have to consult
several sources for a given problem.
- NICEM (National Information Center for
Educational Media)- One of the more
comprehensive sources set of indexes
The NICEM indexes are arranged according to:
The Instructors Personal File
Every instructor should develop a file of
media references and appraisals for
personal use. This personal file card
need not be as detailed as the appraisal
form.
Records instructional strengths and
weaknesses
Modifying Available Materials
If you cannot locate any suitable
materials you can always modify what is
available.
This can be both challenging and
creative.
Designing New Materials
Certain basic considerations must be
taken into account when designing new
materials. For example:
Objectives
What do you want your students
to learn?
Audience
What are the characteristics of
your learners? Do they have the
prerequisite knowledge and
skills to use and/or learn from
the materials?
Cost
Is sufficient money avail-able in your
budget to meet the cost of supplies (film,
audio- tapes, etc.) you will need to
prepare the materials?
Technical expertise
Do you have the necessary expertise to
design and produce the kind of materials
 you wish to use? If not, will the - Prepare the audience, and
necessary technical assistance be
available to you? (Try to keep your - Present.
design within the range of your own
capabilities. Don’t waste time and money
trying to produce slick professional Preview the Materials
materials when simple inexpensive
products will get the job done.) - No instructional materials should be used
blind
Equipment - During the selection process you should
have determined that the materials are
Do you have avail-able the necessary
appropriate for your audience and
equipment—to produce and/or use the
objectives.
materials you intend to design?
Practice the Presentation
Facilities
- After previewing the materials, you
If your design calls for use of special
should practice your portion of the
facilities for prep-aration and/or use of
presentation.
your materials, are such facilities
- However, do not over practice, or the
available?
presentation will sound "canned”
Time
Prepare the Environment
Can you afford to spend whatever time
- Wherever the presentation is to take
may be necessary to design and
place— classroom, auditorium, meeting
produce the kind of materials you have in
room, or whatever—the facilities will
mind?
have to be put in order.
- Utilization of many media requires a
darkened room, a convenient power
4. UTILIZE MATERIALS
supply, and access to light switches.
- To get maximum learning impact
from your presentation, you must Present the Material
follow certain utilization
- This is what you’ve been preparing for,
procedures identified in formal
so you will want to make the most of it.
research stretching back to U.S.
Our term for this is showmanship.
military training in World War II
- Instructor should be able to direct
and the practical experience of
attention in the classroom.
several generations of teachers
5. REQUIRE LEARNER PERFORMANCE
- Preview the materials,
- The fifth step in the ASSURE
model is to provide opportunities
- Practice the presentation,
for learners to practice the
capability being taught.
- Prepare the environment,
 - Educators have long realized
that participation in the learning
process by the learner enhances
learning.
PROPOSITIONS:
John Dewey urged reorganization of the
curriculum and instruction to make student
participation a central part of the process.
Behavioral psychologists such as B. F.
Skinner demonstrated that instruction providing
for constant reinforcement of desired behaviors is
more effective than instruction in which
responses are not reinforced.
6. EVALUATE/REVISE
- The final component of our
ASSURE model for effective
learning• most frequent type of
evaluation is the paper- and-
pencil test
- The most frequent thought of
purpose is to measure student
achievement.
Three purposes of evaluation
1) Evaluation of learner achievement
2) Evaluation of media and methods
3) Evaluation of the instructional process.
1) Evaluation of Learner Achievement
- The method of evaluating
achievement depends on the
nature of the objective.•
Objectives that focuses on
cognitive skills for example,
distinguishing adjectives from
adverbs, describing a company’s
absence policy lend themselves
to conventional written tests or
oral examinations.
2) Evaluation of Media and Methods
- Evaluation also includes
assessment of instructional
media and methods.•
Particularly after first use,
instructional materials need to
be evaluated to determine if
future use, with or without
modification, is warranted. The
results of your evaluation should
be entered on your personal file
form.
3) Evaluation of the Instructional Process
- Although ultimate evaluation
must await completion of the
instructional unit, evaluation is
an ongoing process.
- Evaluations are made before,
during, and after instruction.
Revision
The final step of the instructional cycle is
to sit back and look at the results of your
evaluation data gathering.
If your evaluation data indicate
shortcomings now is the time to go back
to the faulty part of the plan and revise it.
The model works, but only if you use it to
upgrade the quality of your instruction
constantly.