UNIT 5: LESSON PLAN THAT INTEGRATES TECHNOLOGY

UNIT OBJECTIVE
By the end of this session, you will be able to,
a) Define the ASSURE model
b) Explain into details the acronym ASSURE
c) Explain how to systematically plan for and execute the use of technological
instructional materials
d) Explain how to evaluate technological instructional media usage

INTRODUCTIOON
We will now examine how to plan systematically for the effective use of technological
instructional media. A procedural model has been constructed to which we have given the
acronym ASSURE. The ASSURE model is a procedural guide for planning and conducting
instruction that incorporates technological media. The model focuses on the processes
involved in the planning, production, classroom use and evaluation of technological
instructional media. It is intended to ensure effective use of technological media in
instruction. The ASSURE model is meant for use by the individual instructional instructor in
planning classroom use of technological media.

A. SESSION 1: ANALYZE LEARNERS

Session Objectives
By the end of this session, you will be able to:
a) Discuss how learners are analyzed under the ASSURE model
b) State and explain the factors used in analyzing learners
c) Discuss Gardner’s seven aspects of intelligence
d) Describe some information processing habits of learners
Introduction
As a teacher, before you begin a lesson, you must know your targeted audience (your
learners). Analyzing learners means getting to know the individuals closely. It is not that easy
to analyze every trait of your learners, several factors however are critical for making good
methods and media decisions. Factors used in analyzing learners include (i) their general
characteristics, (ii) specific entry competencies and (iii) their learning styles. In each of the
factors, teachers must bear in mind that there are individual differences so teachers should
analyse learners individually before analyzing students as group.
General characteristics: This includes identifying age, grade, ethnic group, sex, mental,
emotional, physical or social problems, and learners’ socio-economic level. Analyzing
learners helps you as a teacher in selecting the right instructional method or media. The
following are examples of how you may analyse learners’ general characteristics to your
benefits.
1. Students with substandard reading skills may be reached more effectively with non-
print media.
2. When dealing with students with different ethnic groups, you should select materials
from the various ethnic groups.
3. When a learner feels reluctant to learn thus, when you realize learner apathy towards a
particular subject matter as a problem, consider using a highly stimulating
instructional approach such as role play, games, video tapes.
4. Students with heterogeneous and sophisticated conceptual backgrounds may benefit
from an audio visual experience such as video.
A teacher will be able to realize many of these general characteristics by direct questioning,
observation and further enquiries from the students’ home. Also, the use of academic
cumulative records and report can be of great help.
Specific Entry Competencies: Before you start a lesson, the assumption is that the learners
do not have any knowledge on the subject matter but the reverse is true. The mind of a
learner is not a tabular rasa; therefore, every child possesses some prior knowledge, skills and
attributes on every subject matter. For example, in teaching the topic ‘A trip to the Akosombo
Dam in English Language (reading and comprehension), you might assume that the learner
knows about the sources of electricity.
Learning Styles: By learning styles, we are referring to a cluster of psychological traits that
determine how an individual perceives, interacts with, and responds emotionally to learning
environments especially with media. It is believed that individuals have varying attitudes
towards learning. In this regard, Gardener was dissatisfied with the concept of IQ and its
unitary view of intelligence noting that not all people have the same abilities and not all
people learn in the same way. He identified seven different aspects of intelligence including
(1) Verbal/ linguistic (language) (2) Logical/ mathematical (scientific/ quantitative), (3)
Visual/ spatial, (4) Musical/ rhythmic, (5) Bodily/ kinaesthetic (dancing/ athletics), (6)
interpersonal (ability to understand other people), (7) Intrapersonal (ability to understand
oneself).
A teacher who properly analyses a learner’s ability using an electric approach can select the
best instructional media and method to suit his/her student’s ability. Gardner also propounded
the theory about the information processing habits of learners. He made mention of the
concrete and abstract concept. Table 1 describes the known habits and the preferences of
learners associated with such habits. The best media that correspond to each habit has been
recommended.
Table 1: Information processing habits, learners’ preferences and associated media

HABIT PREFENCES BEST MEDIA

Concrete Direct hands- on experience Work books, programmed instruction,
sequential demonstrations
in logical order
Concrete Trial and error or explanatory Games, stimulations, independent
random experience project

Abstract Decoding of verbal and Reading and audio media

sequential symbolic messages

Abstract Nice tone and good style of Group discussions and lectures, films,
random speakers television

It may be difficult to know all learners’ habit at a time, however as teachers stay longer with
their learners these are some of the important things they must look for to enable them select
and utilize the best media.

Summary
In this session, we have found out that there are three major factors used in analyzing learners
under the ASSURE model. These were mentioned as follows: General characteristics,
specific entry competencies and learning styles. We have come to understand that learners
have individual differences and unique abilities therefore analyzing them before an
instruction al session must be on individual bases first. We also looked at some Information
processing habits under Gardener’s theory which short listed four learning habits named
concrete sequential, concrete random, abstract sequential and abstract random, stating their
preferences and media to be used when teaching learners with such habits.

Self-Assignment Test
Answer the following questions
1. Discuss how learners are analyzed under the ASSURE model
2. Discuss the Information processing habit under Gardner’s theory
3. As a teacher, what will be the importance of analyzing you learners?
 B. SESSION 2: `STATE OBEJCTIVES

Session Objectives
By the end of the lesson, you will be able to;
a) Discuss the second step in the ASSURE model.
b) Mention some few examples by which objectives can be stated.

Introduction
The second step (the first ‘S’) in the ASSURE model is to state objective. Learning
objectives are the learning outcomes expected of each learner at the end of every lesson.
Before every lesson, you state your objectives expecting that learners after mastering the
topic, demonstrate certain behaviours at the end of the instructional session. If at the end of
the lesson learners are unable to demonstrate such behaviours or mastery stated in the
objective, then you conclude that the instruction failed. Your objectives are considered as
very important in each lesson.

The ABCDs of Writing Objectives

The ABCDs of writing objectives have been formulated as a guide to teachers in order for
teachers to be able to formulate the best instructional objectives. Teachers should remember
that only good instructional objectives will help them to select good instructional media.
What then are the ABCDs of formulating good instructional objectives?

Audience (they are your learners)

It is always important to state the audience for which the learning outcomes are intended.
You should therefore know who your learners are, their strengths and weaknesses and clearly
and specifically state whose behaviour is going to change. For example, you must state if the
learning outcome are intended for JHS three pupils.

Behaviour to be Demonstrated
After every instruction, you expect that learners master a particular task. You should state
clearly what behaviour should be mastered at the end of the instructional session. What you
expect to observe from learners should be mentioned accurately in the statement of the
objectives. This will help in your selection and of use instructional materials.
Conditions Under Which the Behaviour will be Observed
In stating objectives, you should include the conditions under which the mastery of task is to
be observed. In this case, conditions are the settings or circumstances under which the
behaviour will be observed. For example, you may state an objective this way, “With the aid
of the diagram showing the parts of the body, the pupils will be able to write down the five
sense organs”. The bolded words are the conditions or settings that need to be mentioned.

Degree to Which the Learned Skills are to be Mastered

This is a measure of mastery. It measures the extent to which mastery will be judged. What
degree of accuracy or proficiency must the learner display? The criteria by which the mastery
will be judged can be stated quantitatively or qualitatively. For example, we can state an
instructional objective that “given a model of a human body, KG 2 pupils should be able to
identify at least 5 parts of the human body. ‘At least 5 parts of the human body’ is the
degree to which the behaviour will be observed.
Generally, an objective could be stated this way: JHS three students (Audience) will be able
to read (Behaviour) at least half (Degree) of the passage when given the explanation to new
vocabularies in the passage (condition).
Remember, one major reason why you must know how to state objective appropriately is to
enable you make appropriate selection of methods and media. It will also dictate your
sequence of learning activities and create a learning environment in which the objectives can
be reached. The statement of objective will also help to ensure proper evaluation.
Summary
In the units, we have discussed how to state objectives. We now understand that we can state
good objectives by just following the ABCDs of writing objectives rule. The ABCDs of
writing an objective was highlighted explaining Audience (who are your students), Behaviour
(to be demonstrated), Conditions (under which the behaviour will be observed) and Degree
(to which the learned skills are to br mastered). Some reasons why you should state
objectives were discussed.

Self-Assignment Test
1. Discuss the ABCDs of writing an objective.
2. State three objectives of your own highlighting the audience, behaviour, conditions
and degree.
3. How important is it for a teacher to know who his/her learners are?
 C. SESSION 3: SELECT INSTRUCTIONAL METHODS, MEDIA/MATERIALS

Session Objectives
By the end of the session, you will be able to:
1. Discuss the concept of instructional methods, media and materials selection
2. Mention some ways of obtaining instructional media materials.
Introduction
In the beginning on this course, we explained that media include materials used during
teaching and learning process. Because individuals have different learning domain, it is
important to note that selection of instructional methods, media/ materials is very critical. It is
often said that methods selected should mostly be child-centred to stimulate learners. Also
media and materials selected should be friendly and more concrete than abstract.
Selecting of Methods
Once your objectives have been stated, you are ready to select the instructional methods that
most appropriate to meet the objectives for the lesson. It is believed that in every topic, there
are superior methods that can be used for instruction. At other times, two or more methods
can be integrated to serve different purposes at a point intime during the instructional process.
For example in teaching the topic ‘Our Environment’, you can use a fieldtrip to arouse and
sustain the interest of the learner. On the other hand, you can begin the lesson by putting the
learners into groups and giving them diagrams showing things in thee environment for them
to discuss.
Selection of Media/Materials
After selecting methods, you go on to select media and materials that will suit your
instructional methods, the objectives and your learners. A medium (plural is media) is the
physical form in which a message is incorporated and displayed. It could be video (moving
images on TV set), flip charts(still images and text), slides(projected still images, and
audio(voice and music). Choosing media can be a complex task considering the number of
media available in the environment; however it must not be taken for granted.
Materials selected by you should be flexible and easy to manipulate but how do you get
them?
1. They may be purchased from the local stores and used in their raw states or modified
for use.
2. Learners who have some materials can be asked to bring them with the permission
from authorities and authorities of Parents’ Association (PA) of the school.
3. You can also improvise your own materials to be used by the learners.
4. If it is about hand tools, learners can be taken to indigenous practitioners to observe or
even make use of them.
 5. Most districts and even some schools have resources centres that have many already
prepared materials based on the topics in the syllabuses. Teachers must feel free to
patronize them.
Note: Both the improvised and purchased materials should be tested outside the classroom
before using them in the actual instructional time. Materials could be in the form of music
tapes, video tapes, images, disks and so one. Also, the material selected should be suitable
and appropriate in order to be able to arouse and sustain the interest of learners and again,
learners should be free to have a feel of the materials.
Summary
We have just learnt that the third component of the ASSURE model is the Selection
Instructional Methods, Media/Materials. We mentioned some ways of obtaining media and
discussed that one method of teaching may be superior but combining or integrating two or
more methods can be very effective. The reason of integrating different methods is that such
methods arouse and sustain learners’ interest.
Self-Assessment Test
1. Discuss the concept of instructional methods, media and materials selection in
instruction.
2. Outline three topics and mentions the best methods, media and materials that
can be used to teach the topic.
3. Mention three ways by which you can obtain materials for instructional
purposes.

D. SESSION 4: `UTILIZE MEDIA AND MATERIALS

Session Objectives
By the end of the session, you will be able to:
a) Mention the five Ps inutilizing instructional materials
b) Explain what each of the five Ps stands for in the utilization of instructional materials.

Introduction
The fourth stepin the ASSURE model is the utilization of media and materials. Utilization of
media has to do with making use of the media you have put in place for the whole
instructional session. You are now set to start your lesson and use the materials and media
selected. You cannot make a policy without implementing it, therefore when the media and
materials have been selected, they should be put to use. There are five steps in utilizing
instructional media. They are as follows
The five Ps of utilizing instructional media
Five things you will do under this step are:
1. Preview the material
2. Prepare the materials
3. Prepare the environment
4. Prepare the learners and
5. Provide the learning experience
Preview the material: the materials should not be used without prior screening. When
selecting the material you should make sure it is appropriate for your audience and
objectives. Wherever the media are coming from, be it and improvised materials or from a
company, you should preview the content to make sure it is the most appropriate. Very
sensitive materials should be avoided not to scare the learners.
Prepare the materials: to prepare the media and materials to support the instructional
activities you need to plan their use. You should gather all the other ancillary materials and
determine under which situation and sequence you will display or use them, you should be
able to predict what materials will stimulate the learners and how mount them in the
classroom or elsewhere.
Prepare the environment: determine if instruction will take place in the classroom, in the
laboratory, on the field depending on the subject matter. Wherever instruction will take place,
make sure facilities are arranged. If the materials are in varieties, prepare a plac where all can
be displayed as far as you are going to use them all in the teaching and learning process. They
should be a comfortable seating arrangement where all learners will see when materials are
displayed on a table. There should be good ventilation and good lighting system.
Prepare the leaners: Students learn depending of how prepared they are. You can prepare the
students by warming them up with songs, questions an introduction bringing out the broad overview
of the content. You can then give them an introduction to the lesson which will stimulate their interest
and make them curious and desperate to know what is next.
Provide the learning experience: You can now provide the learning experience. If the materials are
teacher based, you can present the lesson as a professional. On the contrary, if it is students centred,
you play the role as a guide or facilitator. If you use electronic equipment, don’t assume that
everything will work. You should therefore have a plan B. we all know that hardware and software
are created by humans and since human beings make mistakes, software has mistakes in them.
Hardware can malfunction. When they do, let your plan B work.
Summary
Following the discussion in this lesson, is is well noted that an instructor needs to bear in mind 5
elements under utilization of media and materials. These were mentioned as follows: Preview the
materials, prepare the materials, prepare the environment, prepare the learners and provide the
learning experience. Must these necessarily follow in a sequence?
Self-Assessment Test
1. Explain the five Ps of utilized media and materials.
2. A teacher was teacher the concept “double clicking” to JHS 1 pupils. The media used was the
computer and its components. In demonstrating how the double clicking is done, he found out
 the mouse wasn’t working. Should the teacher move on to another topic, improvise a material
or continue to teach in abstract? Discuss.

D. SESSION 5: REQUIRE LEARNERS’ PARTICIPATION

Session Objectives
By the end of the session, you will be able to:
1. Discuss the effectiveness of requiring learner participation in instruction.
2. Discuss the importance of requiring learner participation to the instructor.

Introduction
Bt this we mean the instructor should be able to catch the attention of the audience. Active
participation in lessons by students enhances effective learning. Learners learn best when
they are actively involved in a lesson. They learn more when they bring out their own idea
based on their real life experiences. This session will therefore discuss requiring learner
participation under the ASSUIRE model.
Now read on…………….
Requiring Learner Participation
Why do we have to require learner participation?
We have to require learner participation for the following reasons
1. Learners are motivated to learn when we require their participation
2. Learner participation can neutralize boredom and make learners active.
3. Learners who have the tendency of sleeping in class can only stay awake when they
are made to participate in lessons.
4. Teachers can relieve of tiredness if learners do part of the work for them.
Ways of Requiring Learner Participation
Since passive learners have difficulty learning what we try to teach them, whatever our
teaching strategy, we can incorporate questions and answers, discussions, group work, hands-
on activities and other ways of getting students actively involved in the learning of the
content. Appropriately selected instructional materials can help must achieve these easily.
It is up to every instructor to make sure that all his/her learners get opportunities to participate in
the learning activities in the unit plan. You should avoid lecturing for long periods. Listen to your
students and allow them to become aware of the content. Allow your learners to learn as opposed to
trying to teach them. Also, allow room for questions and give appropriate answer. Let them interact
with instructional media and material. Your instructional materials must be selected and designed to
involve learners in class activities. You must remember to motivate your learners when they answer
questions or perform actions correctly.
Summary
We have learnt how to require learner. Participation Also it is well noted that learning goes on
effectively when learners participate and share their ideas in a lesson. It is up to you the instructor to
make sure all learners participate in a lesson for better understanding.
Self-Assessment Test
1. Why should we require learner participation?
2. Discuss five strategies for requiring learner participation in a lesson.
3. As an instructor, what are some the strategies you will implement to require learner
participation?
 E. SESSION 6: `EVALUATE AND REVISE

Session Objectives
By the end of the session, you will be able to:
1. Explain ‘evaluation’ as presented in the ASSURE model.
2. Mention some of the aspects of instruction that are evaluated
3. Mention some of the aspects of instructional media/ materials that must be evaluated.
Introduction
The last components of the ASSURE model is evaluation and revision. This stage though
oftenneglected is the most important stage. By evaluating learners, we mean assessing the extent to
which knowledge has by mastered, how good the instructional media and method used was and
finding a remedy for the next lesson if there turned out to be any problem. Sometimes we predict that
a lesson will be good but it turns out to be bad. It is by evaluating learners that we come to realize
whether the tasks or objectives have been well mastered and there has been a change in behaviour.
The last session will therefore throw light on Evaluation and revision. Here, theemphasis is on
evaluating the instructional media as we evaluate the lesson.
Evaluation of Instructions
Before you start a lesson, you predict that the lesson will be very good but sometimes you later find
out that there were several things that were not well put in place. Often, the only form of evaluation
used in the various schools is paper and pencil test. But evaluation is an on-going process. They are
made before, during and after the instruction. Remember that evaluation goes with revision.
Evaluation itself is not as important as the action we need to take after the evaluation is done. The
action taken after evaluation is called revision. Evaluation is meant to help teachers revise the
unsuccessful aspect of their teaching.
What do we Evaluate?
It is important to identify the aspect of instruction where evaluation is needed. Evaluation may be
done on every component of instruction. Indeed, everything that affects students’ learning must be
evaluated during and after every instruction. We have to evaluate our teaching, the instructional
environment, our instructional objectives, contents, methods, students’ learning and most importantly
the instructional materials.
When evaluating instructional materials, we must always remember to include aspects such as the:
1. Suitability of the media/materials.
2. Quality and durability of the media/ materials
3. Appearance of the media/materials.
4. Effectiveness of the media/materials and the
5. Efficiency of the media/materials.
Summary
From the discussion in the session we looked at evaluation and revision. We found out that evaluation
is not done only after an instruction but rather, it is an on-going process form the beginning of a
lesson to the end. We also discussed that evaluation is not only for one aspect of instruction but it
includes a host of aspects including the instructional environment, our instructional objectives,
contents, methods, students’ learning, instructional materials and media. Evaluation always goes with
corresponding revision.
Self-Assessment Question
1. What do teachers evaluate in an instruction?
2. Mention five aspects of instructional materials that are evaluated by teachers.