THE

ASSURE
MODEL
P R E S E N T E D B Y:

GROUP 5
What is an ASSURE Model?

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.
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” 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 Robert
Heinich and Michael Heinic
Molenda decades ago, the h
ASSURE model gained
popularity because of its
use in a popular textbook
for educators.

Michael
Molenda
 It is a well-known instructional design guide that uses the
constructivist perspective, which integrates multimedia and
technology to enhance the learning environment.
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
 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.
Steps of
ASSURE
MODEL
Analyze Learners

This is the description of the

class as a whole. This includes
such information as the number of
students, grade or age level,
gender, socioeconomic factors,
exceptionalities, and
cultural/ethnic/or other types of
diversity.
State Objectives

Statements describing what

the learner will do as a result
of instruction.
Select Methods, Media, and
Materials

This is the step where

instructor will build a bridge
between the audience and the
objectives. You need to
decide what method you will
primarily use.
Utilize Methods, Media and
Materials

Plan on how you are going to

implement your media and
materials. For each of media or
materials, select and describe in
detail how you are going to
implement then into your lesson
to help your learners meet the
lesson objectives.
Require Learners
Participation

Describe how you are going

to get each learner “actively and
individually involved in the
lesson.
Evaluate Student
Performance

The evaluation should match

the objective. Same objectives
can be adequately assessed with
a pen and paper test
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
task central to the informed selection and use of educational
technology. The ASSURE acronym stands for these
important components:
 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.

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.).
General Characteristics (of the learners)

A superficial analysis of learner characteristics can

provide helpful leads in selecting instructional methods
and media.

CHARACTERISTICS OF THE LEARNERS

DEPEND on reading skills, ethnic or cultural subgroup,
learner’s apathy, social background and etc. The more
advanced have a sufficient base for using audiovisual or
even verbal materials.
 If learner apathy toward the subject matter is a problem,
consider using a highly stimulating instructional approach,
such as a dramatic videotape or a simulation game. Learners
entering a new conceptual area for the first time may need
more direct, concrete kinds of experiences, such as field trips
or role-playing exercises. More advanced learners usually
have a sufficient base for using audiovisual or even verbal
materials.
 Heterogeneous groups, which include learners varying
widely in their conceptual sophistication or in the amount of
firsthand experience they have with the topic, may profit from
an audiovisual experience such as videotape. Such as media
presentation provides a common experiential base that can
serve as an important point of reference for subsequent group
discussion and individual study.
Specific Entry Competencies

At the beginning, you have to assume that the learners

lack the knowledge and skills. But they possess the
knowledge or skills needed to learn and understand from
the lesson. This assumption that learners have the
prerequisite knowledge or skill to begin the lesson can
seldom be accepted casually in school settings. Teachers
of mixed ability class routinely anticipate that some
students will need remedial help before they are ready to
begin a particular unit of instruction.
 These realizations suggest that instructors must verify
assumptions about entry competencies through informal
means (such as in-class questioning or out-of-class interviews)
or more formal means (such as testing with standardized or
teacher-made tests). Entry tests are assessment, both formal
and informal, that determine whether students posses the
prerequisites.
Learning styles
Learning style refers to a cluster of psychological traits
that determine how an individual perceives, interacts with,
and respond emotionally to learning environments. Gardner
was dissatisfied with the concept of IQ and its unitary view
of intelligence. He identified seven aspects of intelligence:
(1)verbal/linguistic (language), (2)logical/mathematical
(scientific/quantitative), (3)visual/spatial,
(4)musical/rhythmic, (5)bodily/kinesthetic
(dancing/athletics), (6)interpersonal (ability to understand
other people and (7)intrapersonal(ability to understand
oneself)
 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. Audience-who your learners are? ;

2. Behavior to be demonstrated ;
3. Conditions under which the behavior will be observed; and
4. Degree to which the learned skills are to be mastered.
OBJECTIVES SHOULD BE STATED IN TERMS OF:

1. What the learner (audience) will be able to do as a result of

instruction (behavior).
2. The conditions under which the student or trainee is going to
perform and the degree of
acceptable performance should be included.
3. The next step is to state the objectives as specifically as
possible.
4. The objectives may be derived from a needs assessment or a
course syllabus, stated in
a textbook, taken from a curriculum guide, or developed by the
instructor.
The ABCDs of Well-Stated Objectives

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.
Select Methods, Media, & Materials

Once you know your audience and have a clear idea of what they
should get out of thelesson, 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.
At this step, the Instructor should connect the audience to the objectives.
To connect the two the teacher must determine what method to use.
A systematic plan for using media demands that the media be selected
systematically at first.

The selection process has two stages:

(1) Deciding on the appropriate method for the given learning tasks,
first, it would be overly simplistic to believe that there is one method
that is superior to all others or that serves all learning needs equally
well. Teachers often structure assignments to allow students with
different preferred learning styles to pursue their individual practice
through different methods (e.g. “having abstract random” thinkers use a
role-play simulation while ‘concrete sequential” thinkers use a lab
manual for structured problem solving).
(2) Choosing an appropriate media format and selecting, modifying, or
designing the specific materials within that format.
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 because of the following: vast array
of media available, the infinite variety among learners, and the
objectives to be pursued.
Things to consider in media selection models:
a. instructional situation or setting (e.g., large-group, small-group,
or self-instruction),
b. Learner variables (e.g., reader, non reader, or auditory preference)
and 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).

c. Some models also take into consideration the capability of each

format to give feedback to
the learner.
Obtaining Specific Materials: Select, Modify, or Design

Obtaining appropriate materials will generally involve one of three

alternatives:

(1)selecting available materials, (2) modifying existing materials or (3)

designing new materials. 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. 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?
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 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 insure 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

They 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