EDUC 680 I typically use the ASSURE model that has been developed by Heinrich, Molenda, Russell and

Smaldino. The ASSURE model, when broken down within the acronym, looks like this when applied to the ADDIE process:

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When analyzing learners you take into account and determine their entry point. Heinich, Molenda, Russell and Smaldino suggest that only general characteristics and selected specific entry competencies be examined in this stage. (Gustafson & Branch, 2002, p. 42) Under the stage for Stating Objectives one must look at the outcomes of the instruction with specific and measurable terms. One must give rationale for the stated objectives, their role in selection process, give a description of the assessment method and intent of instruction to learners (Gustafson & Branch, 2002, pp. 42-43).

The second S of the ASSURE model recognizes that teachers within the classroom generally do not have time for designing or developing materials. When selecting media and materials teachers do have the right to modify or create original materials within this stage. Within Utilizing Media and Materials step of the ASSURE model, Heinich et al. describe the need for teachers to plan for utilizing the media and materials they have selected. This is why I felt this step would fit best under the Development stage of the ADDIE model because it dealt more with the actual development and planning, rather than that of the actual implementation. The R within the ASSURE model stands for requiring learner participation. It suggests that students stay actively involved and that the role of feedback is vital within this stage. The final step of the ASSURE model is for Evaluating and Revising. This stage discusses the importance of looking at the instruction as a whole for a couple of different reasons; achievement of objectives and feasibility of instructional process. Based on the outcomes, revision takes place while noting discrepancies and deficiencies of the media, methods or materials. Below is an example of how I use the ASSURE model for a daily instruction within my Accounting 1 course.

Course: Unit of Instruction: Analyze Learners:

State Objectives:

Select Media and Materials:

Utilize Media and Materials:

Require Leaner Participation: Evaluate and Revise:

Accounting 1 Unit 7 Title: Gross Pay vs. Net Pay Payroll Pretest given dealing with essential questions covering information about topic to be discussed. Questions over the following areas that will be discussed: Calculating Regular Pay, Overtime Pay, Hours Worked, Overtime Hours Worked, Commission, Bonuses, Gross Pay, Deductions and Net Pay. How does an employer determine if an employee is eligible for overtime pay? What is the difference between net pay and gross pay? Accounting Curriculum pages 5-19 PowerPoint Presentation Discussion Questions (to be given during presentation) Practice questions (worksheet) The Accounting Curriculum pages will be used as a guide for creating the PowerPoint presentation on the topics covering differences between Gross and Net Pay. The discussion questions will be created from the Presentation to help guide to the next step in the process. Students will be asked discussion questions during the presentation process. At the end of the PowerPoint discussion, students will be asked to work basic problems dealing with topics discussed. Students will participate through class discussion and through worksheet completion. Once the instruction has been given and student worksheets have been turned in, I will evaluate whether or not students were able to meet the stated objectives. Also time will be devoted to evaluating materials and method of delivery of said instruction.

Works Cited Gustafson, K. L., & Branch, R. M. (2002). Survey of Instructional Development Models. Syracuse, NY: ERIC Clearinghouse on Information & Technology.