Discussion 1: The ASSURE Model

The ASSURE Model is a guide for planning and conducting instruction that uses media. This
model is attributed to Heinich Molenda Russell and Samldino from !nstructional Media and
Technologies for "earning.
The Assure Model has si# steps represented b$ the acron$m in its title that describes a set of
tasks central to the informed selection and use of educational technology. The tasks are:
Analyze Learners
State Objectives
Select Media and Materials
Utilize Media and Materials
Require Learner Participation
Evaluate and Revise
Analyze Learners
The first step in planning is to specificall$ identif$ $our audience. %our audience can be students
ne& teachers members of an organi'ation a $outh group etc. %ou must (no& the audience if $ou
are to select the best medium to meet the ob)ecti*es $ou ha*e set. The audience can be anal$'ed
in terms of their general characteristics +grade le*el age se# mental emotional ph$sical or
social problems socio,economic status etc.- and specific entr$ competencies +prior (no&ledge
s(ills and attitudes about the topic- and learning st$les +*isual musical *erbal logical etc.-.
State .b)ecti*es
The ne#t step in planning is to specificall$ state the ob)ecti*es for the instructional e#perience.
.b)ecti*es are the learning outcomes that is &hat &ill the student get out of the lesson/ Hence
the$ must be stated in beha*ioural terms of &hat the learner +not the teacher or presenter- &ill be
able to do as a result of instruction. .b)ecti*es t$picall$ contain four basic parts:
Audience,&ho $our learners are/
0eha*ior to be demonstrated
1onditions under &hich the beha*ior &ill be obser*ed
Degree to &hich the learned s(ills are to be mastered.
Select methods media and materials
.nce $ou (no& $our audience and ha*e a clear idea of &hat the$ should get out of the lesson
then it is time to select the appropriate method for the gi*en learning tas( select a*ailable
materials modif$ e#isting materials or design ne& materials to help accomplish this tas(.
Utili'e media and materials
2o& $ou must decide ho& the media materials and technolog$ must be used to carr$ out $our
method3s. !t is important to pre*ie& the materials before using them. !f $ou decide to use
electronic e4uipment practice using the e4uipment in ad*ance to be sure e*er$thing &or(s. !f all
is not &ell +e4uipment malfunctions- ensure that $ou ha*e a plan 0. !t is also important to
practice the lesson itself before it is implemented. 2e#t prepare the room and ma(e read$ the
necessar$ e4uipment and facilities. "earners should be prepared for the learning e#perience.
Then conduct the instructional e#perience.
Re4uire "earner 5articipation
!t is important to note that students learn best &hen the$ are acti*el$ in*ol*ed in the learning
e#perience. 6hate*er $our teaching strateg$ be sure to incorporate 4uestions and ans&ers
discussions group &or( hands,on acti*ities and other &a$s of getting students acti*el$
in*ol*ed in the learning of the content. .ne should tr$ to a*oid lecturing for length$ periods. !t
is *er$ important to listen to $our audience and allo& them to become a&are of the content.
Allo& them to construct (no&ledge as opposed to tr$ing to 7teach7 them (no&ledge. 8eedbac(
must be pro*ided before an$ t$pe of e*aluation is administered.
E*aluate and Re*ise
This last stage is often o*erloo(ed but it is the most important of all. After instruction $ou must
e*aluate the entire instructional process. %ou must reflect upon the lesson the stated ob)ecti*es
the instructional strateg$ the instructional materials and the assessment and determine if these
elements of the lesson &ere effecti*e or if one or more of them need to be changed. !f there are
discrepancies bet&een &hat $ou intended and &hat actuall$ happened during the lesson ma(e
appropriate re*isions before using the lesson again.
As a teacher the ASSURE design model has been applied to m$ instructional setting in the
follo&ing &a$s. 8irst ! anal$'e m$ students9 characteristics +age or grade le*el gender etc.-
competencies +technical *ocabular$ s(ills misconceptions etc.- and learning st$les +slo&er
learners prefer tactile and (inesthetic e#periences-. Then ! state the ob)ecti*es using the A01D
format describing &hat the learners &ill be able to do as a result of the instruction. 8or e#ample
the si#th grade science class &ill identif$ and discuss fi*e &a$s in &hich &ater is purified after
*isiting the &ater purification plant and *ie&ing a 5o&er 5oint presentation :6ater 5urification;
using the laptop multimedia pro)ector paper and pen in 1 hour. 2e#t ! select the methods
+brief lecture field trip small group acti*ities etc- and media3materials +computer pro)ector
pictures tape recorders etc.- to utili'e in the instruction. Materials &ere pre*ie&ed< the room set
up the site of interested contacted and &as read$ for the *isit and students gi*en an o*er*ie& of
the lesson. =uestionnaires &ere also constructed. The instructional e#perience follo&ed.
Decisions as to ho& !9ll get each learner indi*iduall$ in*ol*ed in the lesson +conducting
inter*ie&s on field trip recording inter*ie&s on tape recorder creating 5o&er 5oint
presentations etc.> &ere made. After the field trip students created mini pro)ects in small
cooperati*e groups. 8eedbac( &as gi*en to let students (no& ho& &ell the$ are progressing.
Students &ere assessed based on each indi*idual9s contribution to the group9s success. 8inall$ !
e*aluated &hether or not the ob)ecti*es &ere met and if the media and methods used &ere
effecti*e. Then the lesson &as re*ised for future use.