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Chapter 3 The ASSURE Model

Chapter 3 The ASSURE Model. “To insure effective instruction of media and technology”. A. Analyze the Learners. A nalyze Learners. Matching the characteristics of the learner with the content of the methods, media, and materials. General Characteristics - identify your learners

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Chapter 3 The ASSURE Model

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  1. Chapter 3The ASSURE Model “To insure effective instruction of media and technology”

  2. A Analyze the Learners

  3. Analyze Learners Matchingthe characteristics of the learner with the content of the methods, media, and materials • General Characteristics - identify your learners • Specific Entry Competencies - know what your learners are capable of doing • Learning Styles - how an individual perceives, interacts with and responds emotionally to the learning environment

  4. Learning Styles Gardner says, “not all people have the same abilities; not all people learn in the same way.”

  5. Information Processing Habits • Concrete Sequential-direct hands-on experiences in logical order • Workbooks • Programmed instruction • Demonstrations • Structured laboratory approaches

  6. Information Processing Habits • Concrete Random-lean toward a trial and error approach • Games • Simulations • Independent study projects • Discovery Learning

  7. Information Processing Habits • Abstract Sequential-learners decode verbal and symbolic messages adeptly • Reading presentations • Listening to presentations

  8. Information Processing Habits • Abstract Random-draw meaning from human mediated presentations respond to tone and style of speakers • Group discussions • Lectures with question answer periods • Videotapes • Television

  9. S State the Objectives

  10. State Objectives A statement of what will be achieved, not how it will be achieved • Audience - learning takes place when learners are active, mentally processing an idea, or physically practicing a skill. • Behavior -the verb describing the new capabilities that the audience will have after instruction • Conditions -the performance that is to be observed by the learners • Degree -the standard by which acceptable performance will be judged

  11. S Select Method, Media, and Materials

  12. Select Method, Media, and Materials • Choosing a Method -any given lesson will probably incorporate two or more methods to serve different purposes at a different points in the progression of the lesson • Choosing a Media -the physical form in which a message is incorporated and displayed - still images, text, voice, music, etc. • Selecting Materials -available -modify existing -design new

  13. U Utilize Media and Materials

  14. Utilize Media and Materials Use of media and materials by the students and teachers. • Preview the materials -always preview instruction materials before using them -materials should be appropriate for your audience and objectives • Prepare the materials -gather all of the equipment you and the students will need -determine the sequence • Prepare the environment -arrange the facilities for proper student use of the materials and media

  15. Utilize Media and Materials Use of media and materials by the students and teachers. • Prepare the learners -give a broad overview of the content and lesson or -tell how the lesson relates to the topic being studied or -give a motivating statement that creates a need to know by telling learners how they will profit from the lesson -give cues directing attention to specific aspects of the lesson • Provide the learning Experience -direct attention to the classroom

  16. R Require Learner Participation

  17. Require Learner Participation Active participation in the learning process enhances learning. • Behaviorist Perspective -learning is a process of trying various behaviors and keeping those that lead to favorable results. • Cognitivists Perspective -learners build up a mental schemata when their minds are actively engaged in struggling to remember or apply a new concept or principle • Constructivists Perspective -learning is an active process where knowledge is built on the basis of experience • Social Psychologists Perspective -interpersonal communication as the social basis for knowledge acquisition

  18. FeedbackProductive critical evaluative response • Oneself • Print Sources • Devices • Other People

  19. E Evaluate and Revise

  20. Evaluate and Revise Designed to detect and correct learning/teaching problems and difficulties with the instruction that may interfere with student achievement • Assessment of Learner Achievement -Did students learn what they were suppose to learn? • Evaluation of Methods and Media -Were the instructional methods and materials effective? • Revision -What changes need to be made in the lesson?

  21. The ASSURE Model Analyze the Learners State the Objectives Select Methods, Media, and Materials Utilize Materials Require Learner Participation Evaluate and Revise

  22. THE ENDPresentation byPennie HoardETEC 562

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