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8/9/2019 Assure Model.pdf
http://slidepdf.com/reader/full/assure-modelpdf 1/3
:r.--l---
.;
'i'.-:'
M
furalyze
loamers
State
objectives -
-lea,tt;tq
#*f
,$slect instructional methods,
media,
and
materials
'lltilize
media
and
materials
frequire
leorner
participation
fvaluate
and revise
The ASSURE model
effective
use
of
media
in
instruction.
ISD
(Ipshuctional
Systems
Design)
rcgt
appmopuate,leaming
envincnment
for
their
studcnts.
kf,,w
ASSUkT &IODU,
8/9/2019 Assure Model.pdf
http://slidepdf.com/reader/full/assure-modelpdf 2/3
Analyze
learners
Bpfore
you
can begin,
you
must know
your
tnrget
audiencc
(your
students). You
need
to
write
down
the following
information about
your
students:
General characteristics
- grade,
age, ethnic
group,
sex, lncrrfrll,
emotional,
physical,
or social
pmblems,
socioeconomic
level,
and so ott.
Speclfic ontry competencies
-
prior
knowledge, skills, and altitudes.
l"enrning styl$s
-
verbal,
logical,
visual,
initsical;
stnlcttr*rl,
hn*l so on,
State
objectives
Once
you
know
your
students,
you
can begin
writing
the objectives
of
your
lesson.
Objectives
are the learning
outcomes,
lhat
is, what
will
the
student
get
out
of the
lesson?.
The ABCD's
of
writing
objectives
are: e)'
ablo
o
Audience
(who
are
your
students?)
-
"
Behavior to
be
demonstrated
<blt<'
.
Conditions under which the
behavior
will
be observed
o
Degree
to
which the learned skills
are
to
be mastered.
caf
&[(
I
^
--
I
)
f+"VF
qqdftirrr
,%
Select
instructional
methods,
mediq and materials
Once
you know your
students and have
a
clear
idea
of
what they should get out
of
the
lesson,
then
you'are
ready to select the:
o
Instructional
method
that
you
feel is most appropriate to nreet the objectives for
these
particular
students.
n
Media
that
would be best
suited to work
with
your
instructional
method, the objectives,
"
and
your
shrdents.
Media could be text, still images. video,
audio, and
computer
multimedia
8/9/2019 Assure Model.pdf
http://slidepdf.com/reader/full/assure-modelpdf 3/3
---
--
o
Materials
that
provide
your students
with
thc
help
tltcy
neetl
in
mastering
the
oh.iectives.
Materials
might
be
purchased and
uscrl
;ts
is
or
llrr:t
rrriglrt nccd some
rnodificatiotts.
Yott
can
also
design
aucl create
your
own
nurteriuls
lbr llrtr
ritttclents
to
use.
Materials
woulcl he
specilic
software
programs" music,
vidc:otapes,
ittlir;. ,:t,
btrt
would also
be equipmcnt,
i.e',
overhead
pro,iector, cnmpuler,
printer.
l;(':tlrlllcr,
'l\r"
l;rricrdisr:
player,
VCR'
and
so ott'
'Utllizn
media
and
materials
also
use
the
equipment
in advzurcs
to bc
sure
it
rvorks iutd
you
know
how
to
use
it.
a
plan
B.
I{ardware
and
software
firs
crcated
by ltttlnrtns
frcquire
learner
participatior.r
passive
learner
has
more
trouble
lcaming
whatever
wc try to
pour
into his/trer
brain.
group
*oik,
hands-on
activities,
and
olher
rvays
of
getting
students
actively
irivolved
in
the learning
of
the
content.
participate in
the
leaming
activities
in
the
unit
plan.
Listen
to
your
students
and
allow
them
to
become
aware
of
the content'
fvaluate
and
revise
This
last stage
is
ollen
neglected
but
it
is lhe
most
imponant
one.
Anyone
can
develop
a lesson
and
deliver
it,
hut
re*lly
good
teachers
must
reflect upon
the
lesson, the
stated
objectives,
the instructional
strategy,
the instructional
materials, and
the
assessment
and
determine
if
these
elentents
of
lhe
lesson were
eflective nr
if
one
or
more
of them
need to
be changecl
the
next time
thc
lct,son
is
done.
The
assessment
you
usecl
rnight
havc shown
thut
slrrdents
didn't
learn
what
you
tested
for.
This
might
mean
that
you
did
not accurately
k:$l lbr the stated
objectives, thc
nrethrld
of
assessment
needs
to
be
revised,
or the
lessort
tlid
not
permit
errough
time
lor tlrer
students
to master
the
objectives.
You
are
not
a
bad
teachcr
il'a
lcssort
rfulcs
nol work.
Y6u
are
a
bad
teacher
if
you
don't
rellect
upon
your
le:t';+,ns
rtnd
work
on
revising
elemcnts
of the
lesson
until
ygur
studeltls
hcfittlttr
",tt,.:uessfttl
learllers. 'o
Itet*rtcd
by:
lutrn,
M.r7.rita
t{t.
Aguilti,ingeliat
d.
P
