EDU 503

TOPIC: ASSURE MODEL (Lesson Plan) PREPARED TO : PUAN KHATIPAH BT ABD GHANI PREPARED BY : HASAN B. YAHYA (2011522465) AZHAN B. JAAFAR ( 2011384235) KAMARUDDIN MANSOR (2011156991)

CONTENT 1- ASSURE Model3 2- Integration of ASSURE Model in project 1..4 2.1 Analyze Learners.5 2.2 State Objectives........5 2.3 Select Methods, Media and Materials..5 2.4 Utilize Media and Materials.6 2.5 Require Learner Participation...6 2.6 Evaluate and Revise.7 3 Description of Using The ASSURE Model in Lesson Planning...8 1. Benefits of Using ASSURE Model ..9 2. Drawbacks of Using ASSURE Model .........9 4 5 Reference 10 Appendix 10

1. ASSURE Model ASSURE model is the procedural guide for the teacher to integrate his/her course by using media and technology effectively at the same time in class. ASSURE model includes, Analyze learner: Teacher must match between the characteristic of the learner and content of the methods, media and materials. Because of this reason the teacher need to analyze his/her learners. There are several criteria to analyze the learner, these are General characteristics: consider age, grade level, job or position, and cultural and socioeconomic factors of the learners Specific entry competencies: knowledge and skills that learners either posses or lack: prerequisite skills, target skills, and attitudes Learning styles: the spectrum of psychological traits that affect how students perceive and respond to different stimuli, such as anxiety, aptitude, visual or auditory preference , motivation and so on. State objectives: objectives are stated to make an appropriate selection of media and materials, to create a learning environment in which the objectives can be reached and to help ensure proper evaluation. Select methods, media and materials: the selection process has three steps, first deciding on the appropriate method for the given learning task, second choosing a media format that is suitable for carrying out the method and thirdly selecting , modifying or designing specific materials within the media format. Utilize media and materials: there is 5 Ps procedure for the utilization of media and materials; preview the materials, prepare the materials, prepare the environment, prepare the learners and provide the learning experience. Require learner participation: to be effective, instruction should require active mental engagement by learners. The activities should allow learners to practice the knowledge or skills and to give feedback.

Evaluation and revise : after instruction, it is necessary to evaluate its impact and effectiveness and to assess student learning. If there is missed points, the teacher need to revise the plan for the next time. 2. Integration of ASSURE Model in Project 1 Mathematics: Volume of liquid The year 4 students are studying simple volume of liquid in their school concepts. Their study is focused on how to measure and record volume of liquid and why do people need them in their daily lives. Volume of liquid is one of the important subject for the year 4 students, because end of the year they have to give answer for the questions related to this subject in the final exam also the prior subject for the other subjects like length and mass. 2.1 Analyze Learners General Characteristics: These year 4 are 10 years old. There are 25 students in the class and the school is one of the popular in Tanjong Karang Selangor.The students represent a mixed socioeconomic community, many of them have poor families and a few number of them is in educated family. Their intellectual aptitude is generally high, many of them are joined at least one student club which is organized by the teachers and the students(Mathematics club). Some of them also actively participate to the cultural activities in school like Muzic and Theatre. Entry Competencies: Approximately 80 percent of the students are able to do the following: Add and subtract the vector quantities from each other A quarter, half three quarter of volume in container

The remaining pupils of the class (20 percent) have difficulties in understanding the vector quantities and recognize a quarter, half and three quarter of volume. The students learn vectors and a quarter, half and three quarter of volume at the year 3 before. Then the teacher pass through the subject measuring volume of liquid. If the students knowledge is lack in these concepts, they will have some difficulties in understanding the new subject. In class students target skills are high and they can easily understand the new subject and also their attitudes towards mathematics is positive. 4

Learning Styles: Most students enjoy both interacting and competing with their peers, this also motivate them to actively participate the classroom activities. In Gardners multiple intelligences, most of the students have logical/mathematical intelligences. This shows that students like mathematics courses and easily adapt the subject. In Gregorcs model of mind styles, the students are abstract sequential learners. That means they decode verbal and symbolic messages adeptly, especially when presented in logical sequence. Reading and listening are preferred methods for them. Extrinsic motivator can also increase their motivation like grades because they are preparing for the UPSR exam too and their grades affect the result of the exam very much. 2.2 State Objectives On completion of the course, students will be able to do followings: 1. Read measurement of volume of liquid in litres and mililitres 2. Write measurement of volume of liquid to the nearest scales of tenth division for 3. Measure and record the volume of liquid in litres and mililitres Lesson plan Topic : Volume of liquid Class : 4A Date : 25/6/2012 Time : 9.30am 10.30am Learning area : Measuring volume of liquid Learning Objctive : Pupils will be thought to Measure and compare volume of liquid using standard units Learning Outcomes : Pupils will be able to : 1. Read measurement of volume of liquid in litres and mililitres 2. Write measurement of volume of liquid to the nearest scales of tenth division for 3. Measure and record the volume of liquid in litres and mililitres 5

Pre-requisite knowledge : Add and subtract the vector quantities from each other Discriminate a quarter, half, three quarter of volume in a container

Sequence of activities 1. Teacher asks the pupils What is the best way to measure the volume of liquid (water) so that we can get accurate reading? 2. Teacher shows the mililitres and litres measurement (beakers and Cylnders) 3. Teacher demonstrates how to measure , read and record the volume of liquid 4. Pupils listen and take note 5. Pupils are divided into five groups. Each group consists of five pupils 6. Teacher makes 8 stations. Each station contains some of volume of water. 7. Teacher distributes the record form ((appendix 1) to record the volume of liquid measure 8. Each group is required to measure, read and record the given container in every station in the given handouts 9. Group with the highest marks is the winner 10. At the end of lesson, teacher makes conclusion that volume of liquid can be measured using litres and mililitres unit. Teaching aids: Measuring cylinder Beaker handouts Select Methods, Media and Materials Selecting Methods: Most of the students have logical/mathematical intelligences and abstract sequential learning mind styles. Because of these reasons cooperative learning activities can be used by creating a game. In this game they can increase their motivation by intrinsic motivator which is their competition desires. Selecting Media:

Although the students are much familiar with the computers in their schools, the teacher prefer to use handout (project 1) and the students textbook. In addition to these materials the teacher should also prepare an activity sheets for the groups. This may increase their motivation in cooperative activities. In the classroom environment the teacher will need to use the board to explain the subjects which are written in handout. Selecting materials: It is easy to find measurement tools in school and modify them. The students can easily rearrange these tools and use them in their cooperative activities. If one part of the tools is missing or lost, the teacher may easily design a new one. 2.4 Utilize Media and Materials The 25 students in this class are randomly divided into five groups of five. Each team works in a cooperative manner to complete the given activities. The teacher shows how they use simple measurement tools and their working principles, s/he keep his/her introduction brief so each team need to understand the handout. Groups work quickly and at the same time the teacher explains specific details as questions arose to each group. The teachers philosophy is not to give them answers for which they had no questions. His duty is to behave like a facilitator in class. 2.5 Require Learner Participation During the lesson the students participate in group activities and discussions to answer the questions which are given in activity sheet. They have to justify their decisions to their peers. These activities provide practice and feedback for the students to actively participate. These also supply them to understand the working principles of measurements tools neatly. Students are highly motivated by doing cooperative activities and discussions. 2.6 Evaluate and Revise The teacher prepares a written handout with questions in every stations. The objectives are specified according to the table of specifications below:

STATION 1 2 3 4 5 6 7 8

LITRES

MILILITRES

NOTE

For the objective 3 the teacher wants them to measure and record volume of liquid. Reports are collected from each group and evaluated by the teacher. These reports will be given to the students after writing the evaluation on them. In the next lesson after this procedure, the technique which was used by the teacher will be discussed by the students and the teacher. The teacher also discusses this procedure with other teachers and if needed, s/he will revise it according to the critics.

3. Description of Using The ASSURE Model In Lesson Planning ASSURE procedure should be done by the teacher before the lesson and s/he should add this model knowledge to the lesson plan. Firstly, the teacher should analyze his/her learners to reach and motivate them easily. If the teacher well analyses learners before the lesson, s/he can understand the feeling of learners and prepare appropriate lesson plan. We think analyzing learners is the most important part of this model, because s/he will state objectives and select appropriate methods, media and materials according to the learners.

Secondly, the teacher should state objectives clearly and neatly. Objectives should be appropriate to the grade level and the need(s) of students. Thirdly, the teacher should select appropriate methods, media and materials. This part is important while preparing lesson plan, because the teacher will state the methods, media and materials in lesson plan at the same time. Fourthly, the teacher should utilize media and materials. For the utilization s/he can use Ps rules which are written in the first part of the report. Fifthly, the teacher should supply active participation of the students. To do this, s/he can use activity sheets and state them in lesson plan. Finally, the teacher should do appropriate evaluation. S/he needs to state the technique in lesson plan. 3.1 Benefits of Using ASSURE Model More detailed; in ASSURE model you need to give details about learners, methods, media and materials, and evaluation One-on-one interest; you need to make one-on-one relation between students to analyze them easily. Creativity; you need use your creativity while doing appropriate selections. Early preparation; you need to prepare this procedure before the lesson and you can be ready for the lesson earlier. Revise chance; you may revise the procedure and make appropriate changes according to the critics after the lesson. 3.2 Drawbacks of Using ASSURE Model Time consuming; you need too much time to complete the procedure Need research; you have to make research about learners and methods, media and materials. This means that you need extra time. Variations; your learners may be different socioeconomic backgrounds and different learning styles, this may difficult you selections. Reference Smaldino, S. E. (2004). Instructional Media and Technologies for Learning. Chicago: Pearson Hall & Prentice 5

Appendix THE HANDOUT Measure and record the following in litre and mililitre

STATION 1 2 3 4 5 6 7 8

LITRES

MILILITRES

NOTE

10