THE ASSURE MODEL

THE ASSURE MODEL

WHAT IS THE ASSURE MODEL?

The ASSURE model is a

systematic plan for instructors to
use when planning classroom
use of media and technology.
 HOW DOES THE ASSURE
MODEL WORK?
 Gagne’ (1985) refers to the stages of
the learning process as “events of
instruction”. According to Gagne’s
research, well-designed lessons
progress through several stages:
• Arousal of student’s interest
• Presenting new material
• Involve student in practice with feedback
• Assess the student’s understanding
• Follow-up activities with student
 ASSURE MODEL

 ASSURE is an acronym coined by the

authors of our textbook which in
their words, “is intended to assure
effective instruction.” This chapter
explains their plan.
 ASSURE MODEL
 ANALYZE LEARNERS
 STATE OBJECTIVES

 SELECT METHODS, MEDIA, & MATERIALS

 UTILILIZE MEDIA & MATERIALS

 REQUIRE LEARNER PARTICIPATION

 EVALUATE AND REVISE

 ANALYZE LEARNERS

 GENERAL CHARACTERISTICS
 SPECIFIC ENTRY COMPETENCIES

 LEARNING SYTLES - how an individual

perceives, interacts with, and responds

emotionally to learning environments
• PERCEPTUAL PREFERENCES & STRENGTHS
• INFORMATION PROCESSING HABITS
• MOTIVATIONAL FACTORS
• PHYSIOLOGICAL FACTORS
Perceptual Preferences & Strengths
 Learners vary greatly as to which sensory
gateways they prefer using and which they are
especially adept at using. The main gateways
are:
• Auditory
• Visual
• Tactile
• Kinesthetic
 Proponents of the importance of this variable
claim that slower and younger learners tend to
prefer tactile or kinesthetic experiences; sitting
and listening are difficult for them. Auditory and
visual abilities tend to improve with maturity.
 GREGORC’S MODEL OF
“MIND STYLES”* (Processing Habits)
 Concrete sequential learners prefer
direct hands-on experiences presented
in a logical order. Prefer - Workbooks,
programmed instruction,
demonstrations, and structured
laboratory exercises.
 Concrete random learners lean toward
a trial-and-error approach and learn
quickly from laboratory experiences.
Prefer - Games, simulations,
independent study projects, and
discovery learning.
 Abstract random learners are
distinguished by their capacity to draw
meaning from human-mediated
presentation and respond to tone and
style of the speaker as well as the
message. Prefer - Group discussion,
lectures with question-and-answer
periods, videotapes, television.
 Abstract sequential learners decode
verbal and symbolic messages adeptly,
* Elaborated by Butler (1986) especially in a logical sequence. Prefer
Reading & listening to presentations.
Motivational Factors- “What people will
do as opposed to what they can do!”*
Certain motivational factors are critical
to the learning process
• Anxiety
• Focus of control (internal/external)
• Degree of structure
• Achievement motivation
• Social Motivation
• Cautiousness
• Competitiveness

*Keller, 1987
 Student Motivation
 ARCS Model (John Keller, 1987) 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.
• Satisfaction refers to the intrinsic and extrinsic
rewards students receive from the instruction.
 Intrinsic motivators are generated by aspects of the
experience or task itself, i.e. a challenge or curiosity.
 Extrinsic motivators are generated by factors not directly
related to the experience or task, i.e. grades, recognition.
 Physiological Factors
 Instruction must be adapted to take
advantage of physiological factors.
• Factors related to gender differences,
health, and environmental conditions
• Boys & girls respond differently to
various school experiences
• Hunger and illness impede learning
• Temperature, noise, lighting, and time
of day affect our ability to concentrate
 STATE OBJECTIVES

 The ABC’s of Well-stated Objectives

 Classification of Objectives

 Objectives and Individual Differences

 The ABC’s of Well-Stated
Objectives
 Audience – Focus on what learners are
doing. Learning is most likely to take place
when learners are active.
 Behavior-The heart of the objective is the
verb describing what the audience will
have after the instruction (Helpful
Hundred-next slide).
 Conditions-How will the performance be
observed?
 Degree-Indicates the standard, or
criterion, by which acceptable
performance will be judged, i.e. time &
accuracy.
 HELFUL HUNDRED LIST
of Verbs Used with Objectives
 Add Compute Drill Label Predict State
 Alphabetize Conduct Estimate Locate Prepare Subtract
 Analyze Construct Evaluate Make Present Suggest
 Apply Contrast Explain Manipulate Produce Swing
 Arrange Convert Extrapolate Match Pronounce Tabulate
 Assemble Correct Fit Measure Read Throw
 Attend Cut Generate Modify Reconstruct Time
 Bisect Deduce Graph Multiply Reduce Translate
 Build Defend Grasp (hold) Name Remove Type
 Carve Define Grind Operate Revise Underline
 Categorize Demonstrate Hit Order Select Verbalize
 Choose Derive Hold Organize Sketch Verify
 Classify Describe Identify Outline Ski Weave
 Color Design Illustrate Pack Solve Weigh
 Compare Designate Indicate Paint Sort Write
 Complete Diagram Install Plot Specify
 Compose Distinguish Kick Position Square
 Select Methods, Media, & Materials
 Choosing a Method-methods should be chosen
based on the needs and learning styles of the
students
 Choosing a Media Format-flip charts, slides, audio,
video, computer multimedia. The instruction
situation, learner variables, and nature of the
objective must be considered.
 Obtaining Specific Materials
• Selecting Available Materials
 Involving the Media/Technology Specialist

 Surveying the Sources

 Selection Criteria

 Instructor’s Personal File

• Modifying Existing Materials-Don’t violate copyright laws!

• Designing New Materials-Objectives, audience, cost,
technical expertise, equipment, facilities, and time
 Surveying the Sources
 Comprehensive Guides
• “A-V Online”- a CD-ROM that lists thousands of
educational, informational, and documentary
materials with sources.
• Bowker’s Complete Video Guide
 Selective Guides
• Only the Best Computer Programs
• Best Videos for Children and Young Adults
• The Elementary School Library Collection
 Evaluative Guides
• Booklist
• School Library Journal
• Choice
• Video Rating Guide
 Selection Criteria
 Important questions to ask.
• Does it match the curriculum?
• Is it accurate and current?
• Does it contain clear and concise language?
• Will it motivate and maintain interest?
• Does it provide for learner participation?
• Is it of good technical quality?
• Is there evidence of its effectiveness
• Is it free from objectionable bias and advertising?
• Is a user guide or other documentation included?
UTILIZE MEDIA & MATERIALS
THE FIVE P’S In Utilizing
Instructional Materials
Preview the Materials!!!!!!
Prepare the Materials (Practice)
Prepare the Environment-
Comfortable Setting, Suitable
Lighting, Equipment Working
Prepare the Learners-”Warm them Up”
Provide the Learning Experience-
”Showmanship”
 GETTING READY
 PLANNING
• Analyze your learners
• Specify your objectives
• Specify benefits and rationale for the learners
• Identify the key points to cover
• Identify the subpoints and supporting details
• Organize the entire presentation in a logical and
sequential order
 REHEARSING-mentally run through the
presentation, do a standup rehearsal,give a
simulated presentation, practice answers to
potential questions, videotape yourself
 SETTING UP-check equipment, properly
position equipment
 PRESENTING
 ANXIETY
• Some anxiety and concern are important for an enthusiastic and
dynamic presentation.
• Proper planning & preparation should reduce anxiety.
• Harness your nervous energy & use it positively with body
movement, supporting gestures, and voice projection.
• Breathe slowly and deeply. Your cardiovascular system will slow
down & ease the symptoms of anxiety.
 DELIVERY
• Stand up, face the learners with your feet 10-12 inches apart, don’t
talk with your face to the chalkboard, stand to one side of the
lecturn, move while you speak (don’t over do)
 VOICE- use a natural, conversational style; don’t read the
presentation; use vocal variety and a comfortable pace; speak
up and your rate will slow down; pause after a key point
 EYE CONTACT-establish eye contact, at least 3 seconds for each
person; stop talking while you write
 GESTURES-Use natural gestures; don’t put your hands in your
pockets
 VISUALS-”A picture is worth a thousand words”. Visuals tend to
attract and hold learner’s interest.
 REQUIRE LEARNER
PARTICIPATION
 Effective learning demands active
participation by the learners
 Activities to allow learners to practice
knowledge or skills
• Student self-checks
• Computer-assisted instruction
• Internet activities
• Group games
 Feedback should be evaluated before
being learners are formally assessed
• Provided by teacher, computer, other
students, or self-evaluation
 EVALUATE AND REVISE
 ASSESSMENT OF LEARNER ACHIEVEMENT 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 memorization
• 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; oral questioning;
discussions of controversial topics & current events; portfolios

 EVALUATION OF METHODS & MEDIA-Were your instructional

materials effective? Could they be improved? Were they cost
effective? Did your presentation take too much time?
 REVISION – Sit back and look at the results of your evaluation
data gathering. Where there any discrepancies? Did student
achievement fall short on one or more of the objectives? How did
students react to your instructional methods and media? Are you
satisfied with the value of the materials you selected?