DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

NORTH LA UNION CAMPUS

Bacnotan, La Union, Philippines
College of Education
Email address: [email protected]
Telephone number : (63) (072) 242 – 11 – 17 loc. 242
Secondary Education Department

EDUC 108: TECHNOLOGY FOR TEACHING AND LEARNING 1

2nd Semester, School Year 2023 – 2024

MODULE II: THEORIES AND PRINCIPLES IN THE USE OF TECHNOLOGY DRIVEN LEARNING
LESSONS
Lesson 3: THE ASSURE MODEL

I. Learning Objectives:
At the end of the lesson, the pre-service teachers are expected to:
a. identify the six essential steps in planning instruction based on the ASSURE model;
b. recognize the importance of ASSURE model in planning instruction by providing sensible
answers to the questions being raised; and
c. demonstrate their learning of the ASSURE model through an activity entitled “Vest in
Spelling.”

II. Learning Content:

A. Motivation/Introduction

“TUMPAKNERS: Are we destined for each other ba talaga?”

Mechanics:
1. The class will be divided into nine (9) pairs.
2. A single word is provided to each pair. As such, this word will serve as the basis for
your creation of compound words. The goal is to be in sync with your pair.
3. Each pair has two (2) chances to say a compound word until the pair says the exact
same compound word. Failure to do so means being remove from the competition of
having a prize or reward.
4. You have to turn your back against each other.
5. After viewing the basis word, you have to wait for the go signal. The go signal goes
this way, “3, 2, 1, Pak!” Upon hearing it, the pair should face each other and they
must synchronously utter their newly added word.
6. A bonus point will be given if the new word that the pair stated is the same word that
completes the basis word that the reporters had prepared.

B. Content

ASSURE model is a guide in crafting an instructional flow that can guide the teacher in
integrating appropriate technology and media into the instructional process. It also refers to a
systemic approach that the teacher can use when writing an instructional plan.

Robert Heinich and Michael Molenda

- Developers and creators of ASSURE model in 1999.

“ASSURE” is an acronym that stands for the various steps in the model. This model is
composed of six essential steps in planning instruction:

1. A - ANALYZE LEARNERS
- The first step in the process is that the teacher should analyze the attributes of her
learners. There should be a focus on those learner characteristics which are
associated with the learning outcomes desired.

- The analysis of your learners should include:

 The general attributes of your learners
 Learning styles

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2. S - STATE OBJECTIVES
- After the analysis of the learner attributes, the teacher must state standards and
objectives. This statement consists of a specification of what the learners will be able
to do as a result of the instruction.

- The mark of a good set of learning objectives is conformity to the ABCDs of well-
stated learning 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;
 The Conditions under which the capability would be observed;
 The Degree to which the new skill must be mastered—the standard by which
the capability can be judged.

- Classification of Objectives:
 Cognitive Skills
 Affective Skills
 Motor Skills
 Interpersonal Skills

3. S - SELECT METHODS, MEDIA AND MATERIALS

- At this step, the instructor should connect the audience to the objectives. To connect
the two the teacher must determine what method to use. A systematic plan for using
media demands that the media be selected systematically at first.

- The selection process has two stages:

 Deciding on the appropriate method for the given learning tasks.
 Choosing an appropriate media format and selecting, modifying, or designing
the specific materials within that format.

- Choosing a Media Format

 A media format is the physical form in which a message is incorporated and
displayed. Media formats include, for example, flip charts (still images and
text), slides (projected still images), audio (voice and music), film (moving
images on screen), video (moving images on a TV set) and computer
multimedia (graphics, text, and moving images on a TV set).

- Things to consider in media selection models:

 Instructional situation or setting
 Learner variables (e.g., reader, nonreader, or auditory preference) 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.

- Obtaining Specific Materials: Select, Modify, or Design

 (1) selecting available materials
 (2) modifying existing materials
 (3) designing new materials.

- 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.

- Survey of Sources

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

- Modifying Available Materials

 If you cannot locate any suitable materials, you can always modify what is
available. This can be both challenging and creative.

4. U - UTILIZE METHODS, MEDIA AND MATERIALS

- Bearing in mind the learning outcome of the lesson, the teacher decides which part
of the instructional flow will a particular material or technology be employed and the
manner on how it will be more effective to achieve the learning outcome.

- It’s important to follow the “five p’s” process to achieve this:

 1. Preview the Technology, Media, and Materials

 2. Prepare the Technology, Media, and Materials
 3. Prepare the Environment
 4. Prepare the Learners
 5. Provide the Learning Experience

5. R - REQUIRE LEARNER PARTICIPATION

- The learners have to be made to understand their role in taking accountability of their
own learning. Therefore, the teacher has to design sections of the lesson where the
learners are guided to participate in and perform tasks with minimal or no supervision
at all.

6. E - EVALUATE STUDENT PERFORMANCE

- In this step, you evaluate the impact of your teaching on student learning. This
includes an evaluation of your teaching strategies and the technology, media, and
materials that you used.

- The final step in your evaluation should focus on feedback from your students.

THE ASSURE MODEL

III. Learning

Activities/Assessment:

SHOT AMBAGAN

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QUIZ AMBAGAN

“Hindi ka ba nag-aambag sa inuman? Dito sa quiz, mag-ambag ka!”

Mechanics:
1. The class will be divided into three groups.
2. A series of questions will be flashed on the screen. As such, you are tasked to
answer it.
3. However, here is the twist: for the first six question, each of the members will answer
it individually. The first member will come to the front and will sit to their designated
chair. While their one member is answering, the other members will face the
opposite side to avoid coaching.
4. Raise the answer of your choice.
5. For each item, a 20-second timer is allotted. When time is up, a whistle will be blown
once, signaling that the 20-second timer is over. Checking of answers will be done
immediately after answering an item. Then, when the whistle will be blown twice, it
signals the next member of the group for his/her turn to answer the next item.
6. For the remaining four questions, it will be answered by group.
7. The score of one is the score of all group members.
Questions:

1. It is a systemic approach that the teacher can use when writing an instructional plan.
a) TPACK model
b) ASSURE model
c) ASSURANCE model
d) Dale’s Cone of Experience

2. ASSURE model is composed of how many essential steps in planning instruction?

a) 4
b) 5
c) 6
d) 7

3. What is the third step in planning instruction based on ASSURE model?

a) Analyze Learners
b) State Objectives
c) Evaluate and Revise
d) Select Methods, Media, and Materials

4. The mark of a good set of learning objectives is conformity to the ABCDs of well-stated
learning objectives. What does the letter “A” stand for?
a) Audience
b) Appropriate
c) Ambiguous
d) Accountable

5. What is the physical form in which a message is incorporated and displayed?

a) Media
b) Media Method
c) Media Format
d) Multimedia

6. Who decides which part of the instructional flow will a particular material or technology be
employed and the manner on how it will be more effective to achieve the learning outcome?
a) Teacher
b) Students

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c) Teacher and Students
d) Government authorities

7. Which step urges you to evaluate the impact of your teaching on student learning?
a) Analyze Learners
b) Sate Objectives
c) Evaluate and Revise
d) Select Methods, Media, and Materials

8. All of the following falls under the Classification of objectives, EXCEPT?

a) Interpersonal Skills
b) Intrapersonal Skills
c) Cognitive Skills
d) Affective Skills

9. Who developed and created the ASSURE model?

a) Heinih and Molenda
b) Heinich and Mulenda
c) Heinich and Moulenda
d) Heinich and Molenda

10. There are three ways in which you can obtain Specific Materials, these are:
a) Prepare, Select, or Modify
b) Select, Modify, or Design
c) Select, Change, or Improve
d) Prepare, Evaluate, or Revise

Answer key:

1. B
2. C
3. D
4. A
5. C
6. A
7. C
8. B
9. D
10. B

Prepared by:

Almoite, Denver Q.

Lamorena, Shenalou C.
BSEd IIA-English

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