THE ASSURE MODEL IN TEACHING

By
Tri Hari Nurdi (1507042029)
A. Introduction
The ASSURE model is an instructional system or guideline that teachers can use to develop
lesson plans which integrate the use of technology and media (Smaldino, Lowther & Russell,
2008). The ASSURE Model places the focus on the learner and the overall outcome of
accomplishing learning objectives. The ASSURE model is an enriched evolution of the ADDIE
general model. Although the ASSURE model has six steps, which do not exactly correspond to
ADDIE’s five, ASSURE also presents design phases, and shares with it the two main features: the
initial focus on analysis and the cyclic structure.
The peculiar feature of this model is that it is focused on “planning and conducting Instruction
that incorporates media” (Heinich, Molenda & Russel, 1993). Its main perspective is on how to
integrate media (any kind of media) into instruction in a method capable of producing the
desired learning outcomes. Developed by Robert Heinich and Michael Molenda decades ago,
the ASSURE model gained popularity because of its use in a popular textbook for educators.
It is a well-known instructional design guide that uses the constructivist perspective, which
integrates multimedia and technology to enhance the learning environment (Lefebvre 2006).
The ASSURE model was modified to be used by teachers in the classroom by Smaldino, Lowther
& Russell, 2008.
Teachers prefer the ASSURE model because it is designed to be used for a few hours of
instruction and for each individual student. This model does not require high complexity of
delivered media, deep ID knowledge, or high revision of designs (Gustafson & Branch, 2002).
The main difference between an inexperienced teacher and an expert teacher is that an expert
teacher can easily decide on content, appropriate teaching strategies, and delivery medium.
The ASSURE model gives new (inexperienced) teachers a general roadmap to follow to help
them think more like expert teachers.

B. ASSURE model for educational media

The ASSURE Model has six steps, each represented by a letter in the acronym title, with each
step describing a set of tasks central to the informed selection and use of educational
technology. The ASSURE acronym stands for these important components:
A-nalyze Learners;
S-tate Objectives;
S-elect Methods, Media and Materials;
U-tilize Methods, Media and Materials;
R-equire Learner Participation; and
E-valuate and Revise.

-Analyze Learners: General Characteristics

The first step in the ASSURE model is to Analyze Learners. To Analyze the Learners, you must
examine the learner in detail. Like most things, without taking the time in the beginning to
examine the learner, nothing you have prepared will be effective. Once you have an
understanding and reasonable grasp for the learners’ competence at the beginning of the
instruction, the teacher can modify to assist the learner in their learning endeavors (Callison
2002).
As part of analyzing your learners you must identify your audience. Your audience can be
students, teachers, group members, an organization, a youth group, among many others. You
must know the audience if you are to select the best medium to meet the objectives you have
set. The audience can be analyzed in terms of their general characteristics (grade level, age,
sex, mental, emotional, physical or social problems, socio-economic status etc.) with specific
entry competencies (prior knowledge, skills, and attitudes about the topic), and learning
styles (visual, musical, verbal, logical, etc.).

-State Objectives
The stated objectives are statements describing what the learner will do as a result of
instruction. In other words, objectives are the learning outcomes, that is, what will the student
will learn from the lesson? In order to develop proper objectives, you must frame them in
terms of desired behavior. What the learner will be able to accomplish after completing the
instruction. The objectives you use should be as specific as possible so the learner understands
what they are to accomplish. If objectives are clearly and specifically stated, both the learning
and teaching will become objective oriented.
Most objectives contain four parts:
-A-audience-who your learners are?

-B-behavior to be demonstrated;
-C-conditions under which the behavior will be observed; and
-D-degree to which the learned skills are to be mastered.

-Select Methods, Media, & Materials

Once you know your audience and have a clear idea of what they should get out of the
lesson, then it is time to select the appropriate method for the given learning task, select
available materials, modify existing materials, or design new materials to help accomplish
this task. (Smaldino, Lowther, & Russell, 2012). At this step, the Instructor should connect the
audience to the objectives. To connect the two the teacher must determine what method to
use.
1.Choosing a Media Format
2. Selecting Available Materials
3. Modifying Available Materials
4. Designing New Materials

1. Choosing a Media Format

A media format is the physical form in which a message is incorporated and displayed.
Media formats include, for example, flip charts (still images and text), slides (projected
still images), audio (voice and music), film (moving images on screen), video (moving
images on a TV set) and computer multimedia (graphics, text, and moving images on a
TV set). Each has different strength and limitations in terms of the types of messages
 that can be recorded and displayed. Choosing a media format can be a very complex
task.
2. 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. The decision about whether to use a particular piece of
instructional material depends on several factors. Recent research confirms the critically
of certain criteria in the appraisal of materials among the questions to be asked about
each specific piece of media are the following:
- Does it match the curriculum?
- Is it accurate and current
- Does it contain clear and concise language?
- Will it arouse motivation and maintain interest?
- Does it provide for learner participation?
- Is it of good technical quality?
- Is there evidence of its effectiveness (e.g., field-test result)?
- Is it free from objectionable bias and advertising?
- Is a user guide or other documentation included?
3. Modifying Available Materials
If you cannot locate any suitable materials you can always modify what is available. This
can be both challenging and creative.
4. Designing New 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 the characteristics of your learner?
- Cost Is sufficient money available in your budget to meet the cost?

- Technical Expertise Do you have the necessary expertise to design and produce the
kind of materials you wish to use?
- Equipment Do you have the necessary equipment to produce or use the
materials you intend to design?
- Facilities if your design calls for use of special facilities for preparation or
use of your materials, are such facilities available?
- Time Can you afford to spend whatever time necessary to design and
produce the kind of materials you have in mind?

-Utilize Methods, Media, & Materials

The Utilize Methods, Media & Materials step is where you develop your plan for
implementing your media and materials. For each type of media or materials, the
teacher selects and describe in how they are going to implement the media (or material)
into your lesson to help your learners meet the lesson’s objective. The media, materials
and technology selected should be focused on carrying out the selected method. If you
decide to use electronic equipment, be sure to use it before, even practice if you have
to, to ensure the equipment is functioning properly. In that same regard, it is also
important to practice the lesson itself before introducing it to the learner. Next, prepare
the room, the necessary equipment and facilities. It may be obvious, but both the
learner and teacher should be prepared for the learning experience.
-To get maximum learning impact from your presentation, you must follow certain
utilization procedures
Preview the Materials
No instructional materials should be used blind that’s why during the selection process
you should have determined that the materials are appropriate for your audience and
objectives.
Practice the Presentation
After previewing the materials, you should practice your portion of the presentation.
However, do not over practice, or the presentation will sound "canned. “
Prepare the Environment
Wherever the presentation is to take place classroom, auditorium, meeting room, or
whatever the facilities will have to be put in order. Utilization of many media requires a
darkened room, a convenient power supply, and access to light switches.
Present the Material
This is what you've been preparing for, so you will want to make the most of it. Our
term for this is showmanship. instructor should be able to direct attention in the
classroom.

Require Learner Participation

The Require Learner Participation step requires you to describe how you are going to
get each learner actively and individually involved in the lesson. Students learn best
when they are actively involved in the learning experience. Whatever your teaching
strategy, be sure to incorporate questions and answers, discussions, group work, hands-
on activities, and other ways of getting students actively involved in the learning of the
content. You should seek to pay close attention to your learners and feel confident that
they are truly grasping the content and not just listening. Participating in the learning
will facilitate this level of understanding. Allow them to construct knowledge as opposed
to trying to “teach” them knowledge. Finally, for this step, feedback must be provided to
the learner before any type of evaluation is conducted.
-Evaluate Student Performance:
The last step of the ASSURE method is Evaluate Student Performance. Here the
evaluation should be matched to the objective. Ultimately this last stage is the most
important. You must evaluate the instruction process from start to finish using the
objectives you created in the beginning. It is helpful to reflect on your objections, the
instructional strategy, the instructional materials, and the assessment. By evaluating
the learners against the objectives, it can be determined if the lesson was effective
and whether any step needs to be modified or re-examined.
The ASSURE model supports the field of educational technology. It is based on the
principal that no one student acquires information in the same way. While the ASSURE
model is used to systematically design instruction, it steps away from the traditional
means of instruction, (textbooks, lectures, etc) to the use of technology to deliver the
instruction. (Academy of Teaching Excellence,2002).

In conclusion, the ASSURE model has six components each necessary for the successful
implementation of the instruction, including: 1) Analyze learners, 2) State Objectives,
3) Select Methods, Media, and Materials, 4) Utilize Media and Materials, 5) Require
learner Participation, and 6) Evaluate and Revise.