Week 3 - ASSURE Model
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The ASSURE model is a systematic plan for instructors to follow when planning classroom use of media and technology. It consists of 6 steps: Analyze Learners, State Objectives, Select Methods/Media/Materials, Utilize Media & Materials, Require Learner Participation, and Evaluate & Revise. The model guides instructors to understand learners, set clear objectives, choose appropriate instructional methods and materials, effectively use selected materials while engaging learners, and assess outcomes to improve future lessons.
Week 3 - ASSURE Model
- 1. 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.
- 2. ASSURE MODEL ASSURE is an acronym coined by the authors of our textbook which in their words, “is intended to assure effective instruction.”
- 3. 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
- 4. ASSURE MODEL ANALYZE LEARNERS STATE OBJECTIVES SELECT METHODS, MEDIA, & MATERIALS UTILILIZE MEDIA & MATERIALS REQUIRE LEARNER PARTICIPATION EVALUATE AND REVISE
- 5. 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 11/20/2009PHYSIOLOGDIoCcumAentLing yFouAr insCtrucTtionOal DeRsignS
- 6. 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.
- 7. 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.
- 8. 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.
- 9. 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.
- 10. Abstract sequential learners decode verbal and symbolic messages adeptly, especially in a logical sequence. Prefer Reading & listening to presentations. 11/20/2009 Documenting your instructional Design
- 11. 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
- 12. 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.
- 13. 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. 11/20/2009 Documenting your instructional Design
- 14. 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 11/20/2009 Documenting your instructional Design
- 15. STATE OBJECTIVES The ABCD 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.
- 16. 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.
- 17. Obtaining Specific Materials Selecting Available Materials Involving the Media/Technology Specialist Surveying the Sources Selection Criteria Instructor’s Personal File
- 18. Modifying Existing Materials Don’t violate copyright laws! Designing New Materials-Objectives, audience, cost, technical expertise, equipment, facilities, and time
- 19. 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
- 20. 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?
- 21. 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”
- 22. 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
- 23. 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
- 24. 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.
- 25. 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 11/20/2009 Documenting your instructional Design
- 26. DELIVERY 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. 11/20/2009 Documenting your instructional Design
- 27. 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
- 28. EEVALUATE 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
- 29. 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
- 30. EVALUATION OF METHODS & MEDIA •Were your instructional materials effective? • Could they be improved? •Were they cost effective? •Did your presentation take too much time?
- 31. REVISION AND REFLECTION • 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?