THE ASSURE MODEL
Assure model is a procedural guide for planning and conducting instruction that incorporates media and technology.
All effective instruction require careful planning
Gagne (1985), his research revealed that well-designed lessons start with the student interest
The ASSURE model focuses on planning surrounding the actual classroom use of media and technology
ASSURE model meant for the individual instruction to use when planning classroom use of media and technology
1. ANALYZE LEARNERS
If instructional media and technology are to be used effectively, there must be a match between the characteristics of the learner and the content.
Several factors, however are critical for making good methods and media decision:
a. General characteristics
b. Specific country competencies
c. Learning styles
a. General Characteristics
Include broad identifying description, such as age, grade level, job or position, and cultural or socioeconomics factors.
- If learner apathy toward the subject matter is a problem, consider using a highly simulating instructional approach
- Learners entering a new conceptual area for the first time may need more direct, concrete kinds of experiences
- Heterogeneous groups may profit from an audiovisual experience
- For instruction dealing with a familiar audience, analysis of general characteristics will be something given.
b. Specific Entry Competencies
- There will be an assumption that the learners are lack of knowledge or skills. But, the assumption is often mistaken.
- The assumption that learners have the prerequisite knowledge or skill to begin the lesson can seldom be accepted casually in school settings.
- Researchers studying the impact of different psychological traits on learning have reached the unexpected conclusion that students prior knowledge of a particular subject influences how and what they can learn more than does any psychological trait (Dick, Carey, 2001)
- These realizations suggest that instructors must verify assumption about entry competencies through informal means or more formal means.
- Prerequisites should be state in the same format as are objectives.
- Reassessment measures, given before instruction and used to measure the content to be thaught.
c. Learning Style
Learning style variables discussed in the literature can be categorized as perceptual preferences and strengths, information processing habits, motivational factors, and psychological factors.
Perceptual Preferences And Strength
Learners vary as to which sensory gateways they prefer using and which they are especially adapt to using.
The main gateways include auditory, visual, tactile, and kinesthetic.
Information Processing Habits
Gregore’s model of “mind styles”, elaborated by Butler (1986), groups learners according to concrete versus abstract and random versus sequential styles.
Concrete sequential learners prefer direct, hands-on experiences presented in a logical order
Concrete random learners lean toward a trial-and-error approach
Abstract random learners are distinguished by their capacity to draw meaning
Motivational Factors
Motivation is an internal state that leads people to choose to work towards or against certain goals and experience.
Motivators can be categorized as either intrinsic motivators and extrinsic motivators.
Intrinsic motivators are generated by aspect of experience of task itself.
Extrinsic motivators are generated by factors not directly related to experience or task.
A helpful approach to describing students motivation is Keller’s (1987) whose describes four essential aspects of motivation
- Attention refer to whether students perceive the instruction as interesting and worthy of their consideration
- Relevance refer to whether the students perceive the instruction as meeting some personal need or goal
- Confidence refer to whether students expect to succeed based on their own efforts
- Satisfaction refer to the intrinsic and extrinsic rewards students receive from the instruction
Psychological Aspects
Factor related to gender differences, health, and environmental conditions are among the most obvious influences of the effectiveness of learning.
Dunn and Dunn (1992) have developed standardized instruments to measure the learning style and environmental preferences of learners that cover these and other psychological factors.
Teachers who have prescribed individual learning programs based on analysis of these factors feel that they have practical value in improving academic achievement, attitude, and discipline.
2. STATE OBJECTIVES
An objective is a statement of what will be achieved, not how it will be achieved.
Your satetement of objectives should be as specific as possible.
Why should you state instructional objectives?
1. You must know your objectives in order to make appropriate selection of methods and media
2. Your objectives will,in sense, guide your sequence of learning activities and your choice of media.
3. Knowing your objectives will also commit you to create a learning environment in which the objectives can be reached.
4. To help ensure proper evaluation
The ABCDs of Well-Stated Objectives
A well-stated objective starts by naming the Audience from whom the objectives is intended.
Audience
A major premise of systematic instruction is to focus on what learners are doing, not on what the teacher is doing.
Behavior
The heart of the objective is the verb describing the new capability that the audience will have after instruction.
Conditions
A statement of objectives should include the conditions under which the performance is to be observed.
Degree
The final requirement of well-stated objective is that it indicates the standard, or criterion, by which acceptable performance will be judged.
3. SELECT METHODS, MEDIA AND MATERIAL
A systematic plan for using media amd technology certainly demands that the methods, media and material be selected systematically in the first place.
The selction process has three steps :
1. Deciding the appropriate method for the given learning tasks.
2. Choosing media format that is suitable for carrying out the method.
3. Selcting, modifying, or designing specific material whithin the media format.
Choosing a Method
Method is particular form of procedure for accomplishing or approaching something. A systematic or established one.
Choosing a Media Format
A media format is physical form in which a message is incorporated and displayed.
Types of media format : Real Object (models), Printed Text (handouts, books, computer screen), Chalkboard or Whiteboard, overhead transparancies, Slides, Video (tape, disc, television), Grapichs (photos, chart, diagrams), Auido (tape. CD), and Computer Software.
Obtaining specific Materials
1. Selecting available materials
2. Modifying existing materials
3. Designing new material
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 accesible resources.
Involving the Media/Technology Specialist
- The media/technology specialist can be an important resource for you.
You may need new materials to update the content of unit
- The media/technology specialist can tell you about materials housed in local resources center or school library media.
- An appointed group of teacher may review selection and evaluation guides and identify new materials to be purchased for future use
- Teachers tend to become more critical an selective as they increse their collective knowledge of media and material alternatives.
Surveying the sources
You might survey some of the published reference guides or the Internet to get a generak idea of what is available.
There are three types of guides that can help you select media : comprehenstive guides, selective guides, and evaluation guides.
Selective guides are a complication of the “best” instructional materials : Only best computer programs, Best videos for children and young adults, The elementary school library collection. An advantages of these selective guides is that time has allowed the “best” to surface from a comparison of similiar products on the market. A disadvantage is that during the time required for this process to take place, some items may have become outdated and newer items of good quality may not have been included.
Evaluative guides are current and will keep you to up to date about new materials. (Booklist, School Library journal, Choice, Video rating Guide)
Selection Criteria
The decision about wheter to use a particular piece of instructional material depends on several factors. Recent research confird that criteria are critical in the appraisal of material ( McAlpine & Watson, 1994).
Among the questions to be asked about each specific piece of media are following :
Does it match curriculum ?
Is it sccurate and current?
Does it contain clear and concise language?
Wil it motivate and maintain interest ?
Does it provide for learner participation?
Is it og good technical quality?
Is there evidence of its effectiveness (field-test results)?
Is it free from objectionable bias and adversiting?
Is a user guide or other documentation included?
The instructor’s personal file
Every instructor should develop a file of media refernces and appraisals for personal use. An excelent way for you to begin is to develop your own personal file of Appraisal Checklist by using the “Classroom Link Portofolio” CD-ROM. Appraisal Checklist – Provide a systematic procedure for judging the qualities of specific materials.
Modifying Existing Materials
If you cannot locate entirely suitable materials and media off the shelf you might be able to modify what is available. This be both challenging and creative.
Videocassette Recorders provide teachers with the opportunity to modify television programs that previsiously were available only as shown the air.
Only frequenly modified media format is a set of slides with an audio tape . if the visual are appropriate but the language is not, it is possible to change the language. It is aslso possible to change the emphasis on the narration.
If you try to out modified materials while they are still in more or less rough form. You can then make further modifications in response to student reaction until your materials meet your exact need.
Designing New Materials
It is easier and less costly to use available materials, with or without modification, than to start from scratch. Ther is a seldom justification for reinventing the wheel.
However, there may be times when your only recourse is to design your own materials. As in the case with selecting from available materials, you must consider certain basic elements when designing new materials.
Designing New Materials
Objectives : what do you want your students to learn ?
Audience : what are the characteristic of your learners ?
Cost : is sufficient money available in your budget to meet the cost of supplies?
Technical Expertise : do you have the necessary expertise to design and produce the kind of materials you wish to use?
4. UTILIZE MEDIA AND MATERIALS
a. Preview the Materials
The teacher previews all the Websites under the resource section of the student WebQuest. Also, the student produced PowerPoint presentations, videos, play scripts, and audio materials, before allowing them to present before the class.
b. Prepare the Materials
The teacher prepares student WebQuest page, handouts, and rubrics using MSWord software. The teacher makes sure that the necessary equipment is working and accessible for the students to use. The equipment available will be available in the classroom: video camera, digital camera, DVD player, CD burner, tape recorder, computers, TV monitor, projector, large screen, and blank video cassettes, audio tapes and CD’s.
c. Prepare the Environment
The classroom will always be set up for small teamwork. There is a mini lab in the classroom with six computers. One computer will be assigned to each team for their use. The teams will take turns to plan, create or rehearse their presentation in the classroom. During this time the rest of the teams will have access to the computer lab to work on their individual reports.
d. Prepare the Learners
To prepare the students, the teacher presents the overall plan and objectives for the lesson. Each student receives a handout of the student WebQuest page, the Committee’s Journal, the Individual Reports rubric, the Final Written Report rubric, and the Presentation rubric. The teacher conducts a whole class discussion each one of the evaluations guidelines using the large screen projector with the teacher’s laptop computer.
The teacher quickly reminds the students about plagiarism, copyright issues, and citing resources making reference to available Web links. Then, continues with a quick review on how to use the video camera, digital camera, CD burner and tape recorder.
5. REQUIRE LEARNER PARTICIPATION
Educators who realize active participation in learning, will enhance learning activities. According to John Dewey in the 90's.
To be effective, teaching should require mental active involvement. It is recommended that the activity that occurs allows students to apply new knowledge or abilities and receive feedback. In practice, it can involve student independence, computer-assisted teaching, internet activities or group work.
6. EVALUATE AND REVISE
Assessment of Learner Achievement
Authentic, that is, requiring students to use processes that match the content with how the content is used in the real world.
Authentic assessment tasks usually have the following characteristics:
- have more than one correct approach
- Are thought provoking, not simply requiring recalculated products
- Require decision making, rather than just rote memoization.
- Develop thinking in a variety of ways
- Lead to other problems to be solved
- Raise othes questions
Types of authentic assessments include the following
- Student projects such as writing assignments Performance such as giving speeches, or demonstration
- Oral questioning by both teachers and other student
- Discussions of controversial topics and current events
- Portfolios, including student work with summaries and reflections.
Evaluation of methods and Media
Technology and media will be carried out by conducting surveys and observations.
Revision
Do students reach the goal? How do students react to the material and media presented? Are teachers satisfied with the value of the material chosen? The teacher must bend the reflection of the lesson and every component in it. Write down immediately before applying the lesson again. If the results of the evaluation data indicate that there are weaknesses in a particular component, return to the chart by planning and revising it.
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