A S S U R E

1. ASSURE Joy Padua AikaParlan Ann Tipon

2. Assure Model • Is a procedural guide for planning and delivering instruction that incorporates media, assumes that training or instruction really is required (e.g., students don’t know how to use the new laboratory microscopes, or assembly line workers must learn to handle safely the toxic materials they work with).

3. ASSURE STANDS FOR: • ANALYZE LEARNERS • STATE OBJECTIVES • SELECT MEDIA AND MATERIALS • UTILIZE MATERIALS • REQUIRE LEARNER PERFORMANCE • EVALUATE/REVISE

4. THE ASSURE METHOD

5. ANALYZE LEARNERS • The first step in planning is to identify the learners. • Your learners may be: • be students, trainees, or members of an organization such as a Sunday school, civic club, youth group, or fraternal organization.

6. You must know your students to select the "best" medium to meet the objectives. • The audience can be analyzed in terms of (1) general characteristics and (2) specific entry competencies—knowledge, skills, and attitudes about the topic

7. General Characteristics (of the learners) • Even a superficial analysis of learner characteristics can provide helpful leads in selecting instruc­tional methods and media. • CHARACTERISTICS OF THE LEARNERS DEPEND: -reading skills, ethnic or cultural subgroup, learner’s apathy, social background and etc. • The more advanced have a sufficient base for using audiovisual or even verbal materials.

8. Specific Entry Competencies • At the beginning, you have to assume that the learners lack the knowledge and skills • But they possess the knowledge or skills needed to learn and understand from the lesson. • In reality, these assumptions are often mistaken.

9. STATE OBJECTIVES • The next step is to state the objectives as specifically as possible. • The objectives may be derived from a needs assessment or a course syllabus, stated in a text­book, taken from a curriculum guide, or developed by the instructor.

10. OBJECTIVES SHOULD BE STATED IN TERMS OF: • what the learner (audience) will be able to do as a result of instruction (behavior). • The conditions under which the student or trainee is going to perform and the degree of acceptable performance should be included.

11. The ABCDs of Well-Stated Objectives • A well-stated objective starts by naming the Audience of learners for whom the objective is intended. • It then specifies the Behavior or capability to be learned and • the Conditions under which the capability would be observed. • specifies the Degree to which the new skill must be mastered—the standard by which the capability can be judged.

12. Audience • focus on what thelearner is doing, not on what the teacher is doing. • Learning is most likely to take place when the learner is active— mentally processing an idea or physically practicing a skill. • not what the teacher does, the objective begins by stat­ing whose capability is going to be changed

13. Behavior • . The heart of the objective is the verb describing the new capability that the audience will have after instruction. • This verb is most likely to communicate your intent clearly if it is stated as an observable behavior.

14. What will the learner be able to do after completing instruc­tion? • Vague terms such as know,' understand, and appreciate do not communicate your aim ' clearly. Better are define, catego­rize, and demonstrate, which denote observable performance.

15. Conditions • Astatement of objectives should include the conditions under which perfor­mance is to be observed, if such conditions are relevant

16. Degree • The final requirement of a well-stated objective is to indicate the standard by which acceptable performance will be judged • Includes: What degree of accuracy or proficiency must the learner display? Whether the criteria are stated in qualitative or quantita­tive terms

17. CLASSIFICATION OF OBJECTIVES • An objective may be classified according to the primarytype of learning outcome at which it is aimed. • Although there is a range of opinion on the best way to describe and organize the subsets, three categories, or "domains," of learning are widely accepted: cognitive, affective, and motor skills. • To these we add a fourth—interpersonal skills— which addresses important skills neglected in the other domains.

18. Cognitive-learning involves the whole array of intellectual capa­bilities, from simple factual recall to the generation of new theories. • Affective learning involves feel­ings and values. Objectives in the affective domain may range from stimulating interest in a school subject to encouraging healthy social attitudes to adopting a set of ethical standards.

19. Motor skill • learning involves athletic, manual, and other such physical skills. Objectives in the motor skill domain include capa­bilities ranging from simple mechanical operations to those entailing-sophisticated neuromuscular coordination and strategy, as in competitive sports.

20. Interpersonal skills • learning involves interaction among peo­ple. These are people-centered skills that involve the ability to relate effectively with others., • Examples include teamwork, counseling techniques, adminis­trative skills, salesmanship, dis­cussion activities, and customer relations.

21. The cognitive Domain • proposed by Bloom envisioned arather orderly progression from simple to complex mental abilities. • Research suggests that the cogni­tive domain incorporates at least three qualitatively different types of capabilities, not a single sim­ple-to-complex continuum.

22. COGNITIVE DOMAIN INCLUDES: • Verbal/visual information • Intellectual skills: • Discrimination: to be able to distinguish between two different stimuli, that is, to see the difference between physically similar objects • Concept learning: classifying things or ideas into cat­egories on the basis of some shared attributes.

23. Cognitive Strategies • the internal "control processes" that govern the learner's ability to visualize, think about, and solve problems. • The sophistication of our cognitive strate­gies determines how cre­atively, fluently, or critically we will be able to think.

24. The Affective Domain • The affective domain is organized according to the degree of internalization

25. the degree to which the attitude or value has become part of the individual are the following: • 1. Receiving: being aware of and willing to pay attention to a stimulus (listen or look) (e.g., The student will sit quietly while the teacher reads Long­fellow's Paul Revere's Ride.). • 2. Responding: actively participat­ing, reacting in some way • (e.g., The student will ask questions relating to Paul Revere's Ride.).

26. 3. Valuing: voluntarily displaying - an attitude, showing an interest (e.g., The student will ask to read another story or poem about Paul Revere.). • 4. Characterization: demonstrat­ing an internally consistent value system, developing a characteristic lifestyle based upon a value or value system (e.g., The student will devote a percentage of his or her free time to studying American history.)

27. The Motor Skill Domain • The motor skill domain may be seen as a progression in the degree of coordination required

28. The following degrees are: • 1.Imitation: repeating the action shown (e.g., After viewing the film on the backhand tennis swing, you will demonstrate the swing with reasonable accuracy.). • 2. Manipulation: performing independently (e.g., Following a practice period, you will demonstrate the backhand ten­nis swing, scoring seven of the ten points on the performance checklist.)

29. 3.Precision: performing with accuracy (e.g., You will dem­onstrate an acceptable back­hand tennis swing, returning successfully at least 75 percent of practice serves to the back­hand.). 4. Articulation: performing unconsciously, efficiently, and harmoniously, incorporating coordination of skills (e.g., During a tennis match, you will execute the backhand stroke effectively against your opponent, returning nine out of ten of all types of shots hit to the backhand side.).

30. Types of Interpersonal Skills Learning • 1. Seeking/giving information: asking for/offering facts, opin­ions, or clarification from/to another individual or individu­als (e.g., You will ask your supervisor about the meaning of a new work rule.). • 2. Proposing: putting forward a new concept, suggestion, or course of action (e.g., You will make a job enrichment sugges­tion to your supervisor.).

31. 3. Building and supporting: extending, developing, and enhancing another person, his or her proposal, or concepts (e.g., In a departmental meet­ing you will suggest an amend­ment to someone's motion.). • 4. Shutting out/bringing in: excluding/involving another group member from/into a conversation or discussion (e.g., In a departmental meet­ing you will ask a quiet mem­ber to give his or her ideas.).

32. 5.Disagreeing: providing a con­scious, direct declaration of dif­ference of opinion, or criticism of another person's concepts (e.g., During a lunchroom dis­cussion you will defend a new work rule against a colleague's attack.). 6. Summarizing: restating in a compact form the content of previous discussions or consid­erations (e.g., Before giving your comments in a depart­mental meeting you will sum­marize the arguments that have been presented.).

33. Objectives and Individual Differences • Objectives in any of the domains just discussed may, of course, be adapted to the abilities of individ­ual learners. The stated philoso­phy of most schools and colleges is to help students fulfill their full potential, not to produce clone-like replications of a standard mold.

34. SELECT MEDIA AND MATERIALS • A systematic plan for using media demands that the media be selected systematically at first.

35. The selection process has two stages: • (1) choosing an appropriate media format and • (2) selecting, modifying, or designing the specific materials within that format.

36. Choosing a Media Format • a very complex task because of the following: vast array of media available, the infinite variety among learn­ers, and the objectives to be pursued.

37. Media selection models- these are different formulas proposed to simplify the task. • Media selection models are usually in the form of flowcharts or checklists.

38. Things to consider in media selection models: • instructional situation or setting (e.g., large-group, small-group, or self-instruction), • learnervariables (e.g., reader, nonreader, or auditory preference)

39. and the nature of the objective (e.g., cognitive, affective, motor skill, or interpersonal) must be considered against the presentational capabilities of each of the media formats (e.g., presenting still visuals, motion visuals, printed words, or spoken words). • Some models also take into consideration the capability of each format to give feedback to the learner

40. Reiser and Gagne model • This model is one of the most recent and comprehensive model.

41. How does it work? • The user is first asked to specify the instructional setting, which includes both the grouping arrangement and one major learner variable—reader versus nonreader. • The choices of setting are as follows: instructor with readers, instructor with nonread-ers, self-instruction with nonread-ers, and central broadcast.

42. Within each of these settings the user then specifies what objective is being pursued. • This decision leads to a short list of "candidate" media.

43. However… • the Reiser and Gagne model ignores all learner charac­teristics except reading ability; it ignores such settings as tutorial and small group; it ignores or downplays such media formats as simulation, gaming, manipulative materials (tactile), and direct immersion experiences (kinesthetic).

44. Obtaining Specific Materials: Select, Modify, or Design? • Once you decided what media format suits your objectives the next thing that you should consider is in finding specific materials to convey the lesson

45. Selecting Available Materials • The majority of instructional materials used by teachers and trainers are "off the shelf"—that is, ready-made and available from school, district, or company collections or other easily accessible sources.

46. Survey of Sources • Your first step might be to survey some of the published media reference guides to get a general idea of what is available.

47. Unfortunately, no single comprehensive guide exists to all audiovisual materials available in all media formats in all subjects; you may have to con­sult several sources for a given problem. • NICEM (National Information Center for Educational Media)- One of the more comprehensive sources set of indexes

48. The NICEM indexes are arranged according to • The Instructor's Personal File. • Every instructor should develop a file of media references and appraisals for personal use. This personal file card need not be as detailed as the appraisal form. • Records instructional strengths and weaknesses

49. Modifying Available Materials • If you cannot locate any suitable materials you can always modify what is available. • This can be both challenging and creative.

50. Designing New Materials • certain basic considerations must be taken into account when designing new materials. For example: -Objectives—What do you want your students to learn? -Audience—What are the characteristics of your learners? Do they have the prerequisite knowledge and skills to use and/or learn from the materials?