THE ASSURE MODEL
The
ASSURE model a procedural guide for planning and conducting instruction that
incorporates media and technology-assumes that training or instruction is
required. The ASSURE model focuses on planning surrounding the actual classroom
use of media and technology. The ASSURE model, on the other hand, is meant for
the individual instructor to use when planning classroom use of media and
technology.
To
illustrate how to use the six steps of the ASSURE model, we will provide
an example of a “Blue-print” for each step after it is described.
These steps taken together constitute a Blueprint”-or lesson plan-that
describes the instructional planning used by a middle school math teacher who
wanted to re- design a unit on statistics.
1. ANALYZE LEARNERS
The
first step in the ASSURE model, therefore, is analysis of your audience. It is
not feasible to analyze every trait of your learners. Several factors, however,
are critical for makings good methods and media decisions:
·
General
Characteristics
Even a superficial analysis of learner
characteristics canny provides helpful leads in selecting instructional methods
c and media. For example, students with substandard reading skills may be
reached more effectively with non-print media. If you are dealing with a
particular ethnic or cultural subgroup, you might want to give high priority to
considerations of ethnic and cultural identity and values in selecting
particular materials. If learner apathy toward the subject matter is a problem,
consider using a highly stimulating instructional approach, such as a dramatic
videotape, a simulation game, or a technology-based activity.
·
Specific
entry competencies
The assumption that learners have
the prerequisite knowledge or skill to begin the lesson can seldom is accepted
casually in school settings. Teachers of mixed-routinely anticipate that some
students will need remedial help before they are ready articular unit of
instruction. Furthermore, researchers studying the impact of different
psychological traits on coming have reached the unexpected conclusion that
students’ prior knowledge of a particular subject influences how and what they
can learn more than does any a psychological trait (Dick, Carey, & Cary,
2001). For example, students approaching a subject new to them learn best
from structured presentations even if they have a learning style that would
otherwise indicate more open-ended, unstructured methods.
·
Learning
Styles
Learning style refers to a cluster
of psychological traits that determine how an individual perceives, interacts with,
and responds emotionally to learning environments. It is clear that certain
traits dramatically affect our ability to learn effectively from different
methods and media However, it is not so clear which traits are most important.
Gardner was dissatisfied with the concept of IQ and its unitary view of
intelligence, noting that “not all people have the same abilities; not all of
us learn in the same way (Gardner, 1993, p. 21). He identified
seven aspects of intelligence; subsequently revised to nine:
(i) verbal/
linguistic(language),
(2)
logical/mathematical(scientific/ quantitative),
(3) visual/spatial,
(4) musical/rhythmic,
(5) bodily/kinesthetic
(dancing/athletics),
(6)
interpersonal(understanding other people),
(7) (understanding oneself),
(8) naturalist, and
(9) existentialist.
Gardner’s
theory implies that teachers, curriculum planners, and media specialists should
work together to design curricula in which students have the chance to develop
these different aspects of intelligence. It also implies that students
vary widely in terms of their strengths and weaknesses in each of these areas.
Learning style variables discussed in the literature can be categorized as
perceptual preferences ad strengths, information processing habits,
motivational factors, and physiological factors Strengths.
- Perceptual Preferences and
Strengths
Learners vary as to which sensory
gateways they prefer using and which they are especially adept at using.
The main gateways include auditory, visual, tactile, and kinesthetic Proponents
of the importance of this variable claim that most students do not have a
preference or strength for auditory reception, casting doubt on the widespread
use of lecture method. They find that slower learners tend prefer tactile or
kinesthetic experiences; sitting and listening are difficult for them.
Dependence on the tactile and kinesthetic modalities decreases with maturity
- Information Processing Habits.
This cites gory includes a range of
variables related to how individuals tend to approach the cognitive processing
of information. Gregore’s model of “mind styles,” elaborated by Burt-lucre
(1986), group’s leaders according to concrete versus abstract and random versus
sequential styles. It yields four categories concrete sequential,
concrete random, abstract sequential, and abstract random. Concrete sequential
learners prefer hands-on experiences presented in a logical order.
They
learn best with workbooks, programmed instruction, demonstrations, and
structured laboratory exercises. Concrete random learners lean toward a
trial-and-error approach, quickly reaching conclusions from exploratory
experiences. They prefer methods such as games, simulations, independent study
projects, and discovery learning, Abstract sequential learners decode verbal
and symbolic messages adeptly, especially when t presented in logical sequence.
Reading and listening to presentations are preferred methods. Abstract random a
learners are distinguished by their capacity to draw meaning form
human-mediated presentations, they respond to the tone and style of the speaker
as well as the message. They do well with group discussion, lectures with
question-and-answer periods, videotapes, and television.
- Motivational Factors.
Motivation is an internal state that
leads people toll chooses to work toward or against certain goals and
experiences. It defines what people will do rather than what they can do
(Keller, 1987) Motivation influences learning by determining which
instructional goals students attend to and which they choose to ignore. It also
determines the effort they will expend to reach certain goals. Motivators can
be categorized as either intrinsic or nu transit. Intrinsic motivators are
generated by aspects of turn the experience or task itself, such as
challenge or curiosity. A student who has a “short attention span” may spend
hours playing computer games, but have trouble spending 10 minutes reading a
textbook. Extrinsic motivators are generated by factors not directly related to
the experience or task, such as grades or recognition.
A helpful approach to describing
student motivation is Keller’s(1987) ARCS model. Keller describes
four essential aspects of motivation: .
- Attention refers to whether
students perceive the instruction as interesting and worthy of their
consideration
- Relevance refers to whether
students perceive the instruction as meeting some personal need or goal.
- Confidence refers to whether
students expect to succeed based on their own efforts. .
- Satisfactions refers to the
intrinsic and extrinsic rewards students receive from the instruction.
- Physiological Factors.
Factors related to gender the
differences, health, and environmental conditions are among the most obvious
influences on the effectiveness rate of learning. Dunn and Durin (1992) have
developed standard sized instruments to measure the learning styles and
environmental preferences of learners that cover these and among the quest
other physiological factors. They are a known and most widely used instruments
in school applications. Teachers who have prescribed individual learning
programs based on analysis of these factors feel that they have practical value
in improving academic achievement, attitude, and discipline.
2. STATE OBJECTIVES
An objective is a statement not of
what the instructor plans to put into the lesson but of what earners ought to
get out of the lesson. An objective is a statement of what will be achieved,
not bow it will be achieved. Your statement of objectives should be as specific
as possible. For example, “My students will improve their mathematical skills”
is far too general to qualify as a specific lesson objective. Why should you
state instructional objectives? First, you must know your objectives in order
to make appropriate selection of methods and media. Your objectives will,
in a sense, guide your sequence of learning activities and your choice of
media.
a. The ABCDs of Well-Stated Objectives
A well-stated objective starts by naming
the Audience for whom the objective is intended. Specifies the Behavior or
capability to be demonstrated the Conditions under which the behavior or
capability will be observed. Finally, it specifics the Degree to which the new
skill must be mastered the standard by which the capability can be judged.
·
Audience
·
Behavior
·
Conditions
·
Degree
2.
Classification
of Objectives
Classifying objectives is much more
than an academic exercise for educational psychologists. It has practical value
because the selection of instructional methods and a media, as well as
evaluation methods, depends on the types of objectives being pursued. An
objective may be classified according to the primary type of learning outcome
at which it is aimed. Three categories (or domain), 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.
·
ognitive domain learning involves an
array of intellectual capabilities that may be classified either as
verbal/visual information or as intellectual skills. Verbal/visual skills
require learners to provide a specific response to relatively specific stimuli.
·
The Affective domain involves
feelings and values. Affective objectives range from, for example, stimulating
interest in a school subject, to encouraging healthy social attitudes, to
adopting a set of ethical standards.
·
In the motor skill domain, learning
involves athletic, manual, and other such physical skills. Motor skill
objectives include capabilities ranging from a simple mechanical fern
operations to those entailing sophisticated neuromusculars coordination and
strategy, as in competitive sports.
·
Learning in the interpersonal domain
involves inter discus action among people. Interpersonal skills are people-
centered skills that require the ability to relate effectively with
others. Examples include teamwork, counseling techniques, administrative
skills, salesmanship, discussion, inform and customer relations.
3.
Objectives
and Individual Differences
Objectives are not intended to limit
what students learn but rather to provide a minimum level of expected
achievement. Serendipitous or incidental learning should help be expected to
occur (and should be encouraged) as student progress toward an objective.
Each learner has different characteristics (as discussed earlier in this
chapter) Because of such individual differences, incidental learning takes
different forms with different students.
3. SELECT METHODS, MEDIA, AND MATERIALS
A
systematic plan for using media and technology certainly demands that the
methods, media, and materials be selected systematically in the first place.
The selection process has three steps: (1) deciding on the appropriate method
for the given learning tasks, (2) choosing a media format that is suitable for
carrying out the method, and (3) selecting, modifying, or designing specific
materials within that media format.
a. Choosing a Method
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. As mentioned in Chapter 1, any given
lesson will probably incorporate two or more methods to serve different
purposes at different usually points in the progression of the lesson.
For example, once might conduct a simulation activity to gain attend
situation and arouse interest at the beginning of this lesson, instruct
then use a demonstration to present new information, and then arrange
computer-based drill-and-practice activities to provide practice in the new
skill.
b. Choosing a Media Format
A media format is the physical form
in which a message he is incorporated and displayed. Media formats
include, for example, flip charts(still images and text),
slide s(projected still images), audio(voice and music),
video(moving images on a TV screen), and computer multimedia (graphics,
text, and moving images on a monitor). Each has different strengths and
limitations in terms of the types of messages that can be recorded and
displayed. Choosing a media format can be a complex task-considering the vast
array of media and technology available, the variety of learners, and the many
objectives to be pursued.
c. Obtaining Specific Materials
Obtaining appropriate materials will
generally involve one of three alternatives: (1) selecting available materials,
(2) modifying existing materials, or (3) designing new materials.
Obviously, if materials are already available that will allow your students to
meet your objectives by all means use them, thus saving work, time, and money.
d. Selecting
Available Materials
- Involving the Media Technology
Specialist
The media/technology specialist can
be an in resource for you. You may need new materials to update the content of
a unit. The media/technology specialist can tell you about materials
housed in a local re source center or school library media center.
You might survey some of the
published media reference guides or the Internet to get a general idea of what is
available. Unfortunately, no single comprehensive guide exists for all
audiovisual materials available in all media formats in all unsubjects, you may
have to consult several sources.
There
are three types of guides that can help you se FIGUR let media- comprehensive
guides, selective guides, AV and evaluative guides.
- Comprehensive guides, such as
on AV Online”, and Bowker’s Complete. Video Guide, help you identify the
scope of possibilities.
- Selective guides, such as Only
the Best Computer Program, Best Videos for Children and Young Adults, and
The Elementary School library Collection, are a compilation of the best
instructional materials. An advantages of these selective guides is that
time has allowed the*best” to surface from a comparison of similar products
on the market. A disadvantage is that during the times D required for this
process to. Take place, some interns may have become outdated and newer
items of good quality may not have been included.
- Evaluative guides, such as
Booklist, School Library Journal Choice, and Video Rating Guide, are
current and will keep you up to date about new materials. Although they
are evaluative, they usually include just one person’s opinion, that
person’s needs and audience may be different from yours.
Over the years, scholars have
debated’ about what criteria should be applied in selecting materials. Studies
have been conducted to quantify and validate various criteria. The net
result is an understanding that different criteria are suitable for different
situations. For example, a remedial reading teacher might decide to use a
particular computer program primarily because its vocabulary level is just
right, regardless of any other qualities.
- The Instructor’s Personal File.
Every in structure should develop a
file of media references and appraisals for personal use. An excellent way for
you focus Checklists by using the*Classroom Link Portfolio” CD-ROM. Fact
type of Appraisal Checklist in this text has a computer template on the
software into which you begin is to develop your own personal file of Appraisal
and can enter your own information for future reference.
- Modifying Existing Materials
One frequently modified: media
format is, a set of slides with an audiotape. If the visuals are
appropriate but the language is not, it is possible to change the language. It
is also possible to change the emphasis of the demarcation. For example, an
original audiotape might a wail if use the slides to show various types of fish
found in oceans. If you try out modified materials while they are still, you
can then make further in more or less rough form, you can then make further
modifications in response to student reaction until your materials meet your
exact needs.
- Designing new materials
As is the case with selecting from
available materials, you must consider certain basic elements when designing
new material:
- What do you want your student
to learn?
- Is sufficient money available
in your budget to meet the cost of supplies (videotapes, audiotapes, 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?
- Do you have the necessary
equipment to produce or use the materials you intend to design?
- If your design calls for use of
special facilities for preparation or use of your materials, are such
facilities available?
- Can you afford to spend
whatever time necessary to design and produce the kind of materials you
have in mind
4. UTILIZE MEDIA AND MATERIALS
The
next step in the ASSURE model is the use of media anthem materials by the
students and teacher. The recommended utilization procedures are based on
extensive research. The general pinnacles have remained remarkably
constant. The main differences has to do with who is using the materials The
increased availability of media and the philosophical shift from
teacher-centered to student-centered learning increases the likelihood that
students will be using the materials themselves as individuals or in small groups
rather visit than watching as the teacher presents them to a whole class.
The following “5 Ps” apply to either
teacher-based or student-centered instruction.
- Preview the Materials
You should never use instructional
materials with or without is them first. During the selection Process determine
that the materials are appropriate material or audience and objectives.
Published reread views, distributor’s blurbs, and colleagues’ appraise tribute
information about the material; however u should inert on previewing the
materials yourself you show thorough understanding of the contents we use the
media and materials to their full self teacher understanding of the contents we
needed potential.
- Prepare the Materials
Next, you need to prepare the media
and materials to support the instructional activities you plan to use. This is
true whether you are presenting the materials or your students are using them.
The first step is to gather all the pre-materials and equipment that you and
the students will need. Determine in what sequence you will use the materials
and media. What villi you do with them as the presenter? What will the
students do as learners? Some teachers keep a list of the materials and
equipment will needed for each lesson and an outline of the presentation
sequence of the activities.
- Prepare the Environment
Some media require a darkened room,
a convenient power & source, and access to light switches. You should check
that the equipment is in working order whether it is to be used by you or by
your students. Arrange the facilities so that all the students can see and hear
properly.
- Prepare the Learners
A proper warm up, from an
instructional point of view, may be similar to one of the following:
- An introduction giving a broad
overview of the content of the lesson
- A rationale telling how it
relates to the topic being studied.
- A motivating statement that
creates a need to know by telling learners how they will profit from
paying attention.
- Cues directing attention to
specific aspects of the lesson.
- Provide the Learning
Experiences
If the experience is student
centered, you must play the role of guide or facilitator, helping students to
explore the topic on the Internet, discuss the content, and prepare materials
for a portfolio, or present information to their structure classmates.
Guidelines in some of the following chapters will assist students in the
production of mediated materials. (See ASSURE Blueprint for Utilize Media and
Materials, above.)
5. REQUIRE LEARNER PARTICIPATION
·
Educators have long realized that
active participation in the learning process enhances learning In the early
1900s John Dewey urged reorganization of the curriculum and instruction to make
student participation central. Later, In the 1950s and 1960s, experiments
employing behaviorist approaches demonstrated that instruction providing for
constant reinforcement of desired behaviors is more effective than instruction
in which responses are not reinforced.
All perspectives also emphasize die importance of feedback
(productive critical evaluative response):
·
Behaviorists, because knowledge of
correct response
·
Cognitivists, because information
about results.
·
Constructivists, because meaning
(and knowledge) serves as a reinforced of appropriate behaviors helps to enrich
learners’ mental schemata is enhanced with each personal experience provides
both corrective information and emotional.
·
Social psychologists, because
interpersonal feedback support Feedback.
6. EVALUATE AND REVISE
The
final component of the ASSURE model for effective learning is evaluation and
revision. Often the most frequently misused aspect of lesson design,
evaluation and revision is an essential component to the development of quality
instruction. There are many purposes for evaluation. Often the only form
seen in education is the paper-and-pencil test, claimed to be used for
assessment of student achievement.
Although ultimate evaluation must
await completion of the instructional unit, evaluation is ongoing; evaluations
are made before, during, and after instruction, for example, before
instruction, you would measure learner characteristics to ensure that there is
a fit between existing student skills and the methods and materials you intend
to use.
In addition, materials should be
appraised prior to use. During instruction, evaluation may take the form of
student practice with feedback, or it may consist of a short quiz or
self-evaluation. Evaluation during instruction usually has a diagnostic
purpose; that is, it is designed to detect and correct learning/teaching
problems and difficulties with the instruction that may interfere with student
achievement. Evaluation is not die end of instruction. It is the starting
point of the next and continuing cycle in our emetic ASSUURE model for
effective use of instructional media.
- Assessment of Learner
Achievement
The method of assessing achievement
depends on the nature of the objective, some objectives call for relatively
simple cognitive skills for example, recalling Ohm’s law, what distinguishing
adjectives from adverbs, describing a company’s absence policy, or summarizing
the principles of the Declaration of Independence. Objectives such as these
lend their selves to conventional written tests or oral examinations.
In schools, rising interest in
authentic assessment is driven by commitment to competency-based instruction
and to constructivist pedagogy. Authentic assessment is usually performance
based and, requires students to demonstrate what they have learned in a natural
context, as opposed to just taking standardized paper and-pencil tests.
In educational settings, assessment
is often used to measure student learning, to inform students and their
parents/guardians of student progress, arid to give grades sect an authentic
assessment is assessment of skills required in the real world.” The authentic
assessment should use processes ( psychomotors and/or mental) appropriate to
the content and skills being learned. The assessment task should represent the
way the discipline is used in the real world.
Authentic
assessment tasks usually have the following characteristics:
- Have more than one correct
approach
- Are thought provoking, not
simply requiring recall! Of memorized facts.
- Require decision making, rather
than just rote.
- Develop thinking in a variety
of ways.
- Lead to other problems to be
solved.
- Raise other questions
Types of
authentic assessments include the following:
- Student projects such as
writing assignments, science projects, and posters.
- Performances such as giving
speeches, or demonstrating gymnastics or self-defense-
- Oral questioning by both
teachers and other students.
- Discussions of controversial
topics and current events.
- Portfolios, inducing examples
of student work with summaries and reflections.
- Evaluation of Methods and Media
Particularly after first use,
instructional materials need to be evaluated to determine whether future use,
with or without modification, is warranted. The results of your evaluation
should be entered on an Appraisal Checklist. You may solicit learner input on
the effectiveness of specific media, such as a CD or videotape. You may be the
sign your own form or use our similar to the “Learner Reaction Form”.
- Revision
The final step of the instructional
cycle is to sit back and look at the results of your evaluation data gathering.
Make notes immediately following completion of the lesson, and refer to them
before you implement the lesson again. If your evaluation data indicate
shortcomings in any of these areas, now is the time to go back to the faulty
part of the plan and revise it. The model works, but only if you constantly use
it to upgrade the quality of your instruction.
