Assure Model

What Is It?
 The ASSURE model is a six-step Instructional

Systems Design (ISD), intended to help teachers
utilize technology and media in the classroom.
 ASSURE is a way to ensure that the learning
environment is appropriate for students.
 ASSURE can be used in lesson plans to improve
your own teaching and your students’ learning
while using technology.
Why Use It?
 The ASSURE model is a fantastic way to plan effective,
media-rich lessons.
 ASSURE is based on Robert Gagne’s “Events of
Instruction.” The model is Constructivism-based; in other
words, it is a framework that assumes passive learners will
not learn at their best; learners must be actively
participating in their own learning, interacting with their
environment and peers.
 ASSURE also recognizes the different learning styles of all
students.
A Analyze learners
S State standards & objectives

S Select strategies, technology, media & materials
U Utilize technology, media & materials
R Require learner participation
E Evaluate & revise
Analyze learners
Analyze learners
Matching the characteristics of the

learner with the content of the
methods, media, and materials
General
Characteristics
Specific Entry
Competencies
Learning Styles
Analyzing learners
Learning Styles
Gardner says, “not all people
have the same abilities; not all
people learn in the same way.”
Information Processing Habits
• Concrete Sequential-direct hands-on experiences in logical
order
Examples:
 Workbooks
 Programmed instruction
 Demonstrations
 Structured laboratory approaches
• Concrete Random-lean toward a trial and error approach
Examples:
 Games
 Simulations
 Independent study projects
 Discovery Learning
• Abstract Sequential-learners decode verbal and symbolic
messages adeptly
Examples
Reading presentations
Listening to presentations
• Abstract Random-draw meaning from human mediated
presentations respond to tone and style of speakers
Examples
Group discussions
Lectures with question answer periods
Videotapes
Television
State standards &
objectives
State standards & objectives
A statement of what will be

achieved, not how it will be achieved
State standards & objectives
The mark of a good set of learning objectives is
conformity to the ABCDs of well-stated learning
objectives. They are as follows:
 Audience – For whom is the objective intended?

 Behavior – What is the behavior or performance to
be demonstrated?
 Conditions – What are the conditions under which
the behavior or performance will be observed?
 Degree – To what degree will the knowledge or skill
be mastered?
Select Media
and
Materials
Select Media and Materials
Decide on Choose Select Modify

Design new
appropriate suitable available existing
materials
method format materials materials
Utilize
Technology, media
and materials
Utilize Technology, media and
materials
• Making a plan as to how you will utilize the

technology, media, and materials that you have
selected.
• Plans contribute towards producing the objectives
that you have laid down.
• “Five p’s” process to achieve this
Preview the
Technology,
Media, and
Materials
Provide the Prepare the

Technology,
Learning Media, and
Experience Materials
Prepare the Prepare the

Learners Environment
Require Learner
Participation
Require Learner Participation
•Active mental engagement

•Allow learners to practice
•Provide feedback
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
Evaluate and
Revise
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?
“Anyone can develop a lesson and deliver it, but really good teachers
must reflect upon the lesson, the stated objectives, the instructional
strategy, the instructional materials, and the assessment and
determine if these elements of the lesson were effective or if one or
more of them need to be changed the next time the lesson is done”
(“The ASSURE Model, Heinich, Molenda, Russell, Smaldino, 1999”)

In Conclusion
It’s not about the technology and media. It’s about the learners and the
important decisions we make as designers and instructors to ensure
successful learning opportunities.
References:
https://educationaltechnology.net/assure-instructional-design-
model/
https://www.instructionaldesign.org/models/assure/
https://www.utm.edu/staff/mspaulding/EDST750/750assuremodel.h
tml
https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-
2011/theory/assure-model-1

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What Is It?

 The ASSURE model is a six-step Instructional

S State standards & objectives

Matching the characteristics of the

A statement of what will be

 Audience – For whom is the objective intended?

Decide on Choose Select Modify

• Making a plan as to how you will utilize the

Provide the Prepare the

Prepare the Prepare the

•Active mental engagement

Assessment of Learner Achievement

(“The ASSURE Model, Heinich, Molenda, Russell, Smaldino, 1999”)

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