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ASSURE Model of Instructional Design

ASSURE Model of Instructional Design. S. S. R. A. U. E. State. Utilize. Require. Analyze. Select . Evaluate . Presented by: Daniel Spira and Judith Erdman. ASSURE Model.

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ASSURE Model of Instructional Design

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  1. ASSURE Model of Instructional Design S S R A U E State Utilize Require Analyze Select Evaluate Presented by: Daniel Spira and Judith Erdman

  2. ASSURE Model The ASSURE model is a constructivist model that uses six (6) main steps in the Instructional Systems Design (ISD) and planning process: • A- Analyze Learners • S - State objectives • S - Select methods, media and materials • U - Utilize media and materials • R - Require participation • E - Evaluate and revise The ASSURE model emphasizes learning where students are required to interact with their environment as fully engaged participants in the learning process. ASSURE involves interactive, experiential activities whereby the learners have direct contact with objects, events and/or other learners. Students gain meaning and understanding by direct interaction, and by building on previous knowledge. The use of media is also emphasized in this model.

  3. 1. Analyze Learners

  4. Analyze Learners Find out: General characteristics: age, gender, culture, ethnicity, work background, interests, health Entry Competencies: prior knowledge, current skills, attitudes, biases Learning styles:visual, auditory, tactile/kinesthetic, logical

  5. 2. STATE OBJECTIVES Objectives

  6. StateObjectives Audience: specify the learner(s). Behavior: State what they will do. Make objectives observable and measurable. Describe what the learner will do as a result of the instruction. Use ABCD format: Condition: Under what conditions will the learner demonstrate the skill? List tools, materials, aids they will/will not use. Degree: How well will they demonstrate their skill? Time limit? Accuracy?

  7. 3. SELECT INSTRUCTIONALMETHODS, MEDIA AND MATERIALS

  8. When Selecting Methods, Media and Materials Build a bridge between the audience and the objectives. • Methods: lecture, group work, field trip, activity • Media: multimedia, video, computer, CD, photo images • Materials: texts, articles, markers, support props, job aids

  9. 4. UTILIZEMEDIA AND MATERIALS

  10. Utilize Methods, Media and Materials • Plan - Plan –Plan. • Describe in detail how you will implement these into your lessons/modules. • Checkout equipment and materials in advance. • Set up classroom to support activities. • Choose methods that create an effective learning “experience” – not an ordeal.

  11. 5. REQUIRELEARNER PARTICIPATION

  12. Participants are Actively Involved When using the ASSURE model, the teacher is not the sole possessor of knowledge. The instructor mentors peer interaction, and designs learning that assists students in building on what they already know. Allow students to learn rather than trying to “teach”. Incorporate discussion, visuals, Q&A, work groups, hands-on activities.

  13. 6. Evaluate and Revise

  14. EvaluateStudent Performance Evaluation is derived from the objectives. You can assess and evaluate by: • Issuing a pen & paper test • Conducting a computerized assessment • Calling on to demonstrate a process • Creating a product • Discussing a topic • Measuring an attitude • Observing a behavior

  15. Evaluate Methods, Media and Materials Components Reflect on: • the lesson • stated objectives • instructional strategy • materials used • effectiveness of media and technology used • the assessment efforts Revise until your students have success as learners!

  16. Evaluate Instructor Performance Reflect upon your own teaching style and its effectiveness. Revise until your students have success as learners!

  17. REFERENCES Davis, B. Sumara, D. & Luce-Kapier, R. (2000) Engaging Minds: Learning and teaching in a complex world. Mahwah, NJ Lawrence Eribaum Associates. Heinich, R., Molenda, M., Russel, D.J.,& Smaldino, E.S. (1999) Instructional Media and Technologies for Learning. Quay, John (2003) Experience and Participation: relating Theories of Learning. Journal of Experiential Education; Volume 26, No. 2 pp 105-116

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