Assure model report

UTILIZE

MATERIALS

THE next step in the ASSURE model is the one that all the other

steps lead up to and away from: the presentation itself.

To get maximum learning impact from your presentation, you must follow certain utilization proce­dures identified in formal research stretching back to U.S. military training in World War II and the practical experience of several generations of teachers:

in short, ….Preview the materialsPractice the presentationPrepare the environmentAnd present the material

No instructional materials should beused blind.

During the selec­tion process youshould have determined that thematerials are appropriate for youraudience and objectives.

practice your portion of

the presentation.

Wherever the presentation is to take place—classroom, audito­rium, meeting room, or what­ever—the facilities will have to be put in order.comfortable seating, adequate ventilation, cli­mate control, suitable lighting, and the like.

Utilization of many media requires a darkened room, a convenient power supply, and access to light switches.

“showmanship”

REQUIRE LEARNER PERFORMANCE

THE fifth step in the ASSURE model is to provide opportunities for learners to practice the capability being taught.

Educators have long realized thatparticipa­tion in the learning process by thelearner enhances learning. In the early1900s, John Dewey urged reorganization ofthe curriculum and instruction to makestudent participation a central part of theprocess.

Later, behavioral psychologists such as B. F.Skinner dem­onstrated that instructionprovid­ing for constant reinforcement ofdesired behaviors is more effec­tive thaninstruction in which responses are notreinforced.

EVALUATE/REVISE

THE final component of our ASSURE model for effective learning is evaluation.

The most frequently thought of type of evaluation is the paper-and-pencil test; the most frequently thought of

purpose, to measure student achievement.

* evaluation of learner achieve­ment

*evaluation of media and methods

*and evaluation of the instructional process.

Evaluation of Learner Achievement

The method of evaluatingachievement depends on thenature of the objective.

Evaluation of Media and Methods

Instructional materials need tobe evaluated to determine iffuture use, with or withoutmodification, is warranted.

Evaluation of the Instructional Process

Evaluation is an ongoing process. Evaluations are made before, during, and after instruction; for example, before, instruction, learner characteristics are measured to ensure that there is a fit between student skills and the methods and materials you intend to use.

Evaluation during instruc­tionusually has a diagnostic pur­pose—that is, it is designed to detect and

correct learning/teach­ing problemsand difficulties in the instructionalprocess which may threatenattainment of objec­tives.

RevisionThe final step ofthe instructionalcycle is to sitback and look atthe results ofyour evaluationdata gathering.