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M5 Lesson 3 Ict
M5 Lesson 3 Ict
Driven Lessons
Lesson 3: The Assure Model
Learning Outcomes:
• Identify the learning theories and principles applied in the use and design of learning
lessons with Technology
Let’s Get Started:
Directions: Develop a graphic organizer that shows your idea on how do teachers tend to
develop their lessons.
Let’s Read
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.
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:
1. A well-stated objective starts by naming the Audience of learners for whom the objective is
intended.
2. It then specifies the Behavior or capability to be learned and
3. the Conditions under which the capability would be observed.
specifies the Degree to which the new skill must be mastered—the standard by which the capability can
be judged.
(1) Audience
a) Focus on what the learner is doing, not on what the teacher is doing.
b) Learning is most likely to take place when the learner is active— mentally processing an idea or physically
practicing a skill.
c) not what the teacher does, the objective begins by stating whose capability is going to be changed
(2) Behaviour
a) The heart of the objective is the verb describing the new capability that the audience will have after
instruction.
b) This verb is most likely to communicate your intent clearly if it is stated as an observable behavior.
c) What will the learner be able to do after completing instruction?
d) Vague terms such as know,' understand, and appreciate do not communicate your aim ' clearly. Better
are define, categorize, and demonstrate, which denote observable performance.
(3) Conditions
A statement of objectives should include the conditions under which performance is to be observed, if
such conditions are relevant
(4) 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 types of learning,
three categories (or domains), of learning are widely accepted: cognitive skills, affective skills and motor
skills. To these we add a fourth, interpersonal skills, because of the importance of such skills in teamwork.
Objectives are not intended to limit what a student learns but rather to provide a minimum level of expected
achievement.
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.
The fifth step in the ASSURE model is to provide opportunities for learners to practice the capability being
taught.
Educators have long realized that participation in the learning process by the learner enhances learning.
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.
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 modify 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.