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ASSURE Model Ppt-Lecture

The ASSURE model is an instructional design model used to develop effective instruction. It involves 6 steps: (1) Analyzing learners to understand their characteristics and needs, (2) Stating clear learning objectives, (3) Selecting appropriate instructional methods, media, and materials, (4) Utilizing the media and materials during instruction, (5) Requiring learner participation, and (6) Evaluating learning and revising the instruction as needed. The model provides a systematic approach to designing, developing, and delivering instruction to ensure learners' needs are met and objectives are achieved.

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April Detorres
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496 views

ASSURE Model Ppt-Lecture

The ASSURE model is an instructional design model used to develop effective instruction. It involves 6 steps: (1) Analyzing learners to understand their characteristics and needs, (2) Stating clear learning objectives, (3) Selecting appropriate instructional methods, media, and materials, (4) Utilizing the media and materials during instruction, (5) Requiring learner participation, and (6) Evaluating learning and revising the instruction as needed. The model provides a systematic approach to designing, developing, and delivering instruction to ensure learners' needs are met and objectives are achieved.

Uploaded by

April Detorres
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Instructional Design Models and

Methods
- Models enable people to make sense of the
world.
- A model helps the users to comprehend faster
and better.
- An instructional design model gives a detailed
picture that helps would be designer solve a
problem, and clarify structure and enable to
convey the ideas for the design.
• Instructional models are guidelines or sets
of strategies on which the approaches to
teaching by instructors are based (Braxton
et al)
Instructional Design: The process by which
instruction is improved through the analysis of
learning needs and systematic development of
learning experiences. Instructional designers
often use technology and multimedia as tools to
enhance instruction.
According to this definition, instructional
designers have two primary functions:
• To analyze learning needs.
• To systematically
develop improved learning experiences.
Different Instructional models came about to
suit diverse learners
Chapter 3
The ASSURE Model

c t ive
e ff e
n s u r e f
“ To i i o n o
r u c t
inst and
e d ia ”
m l o gy
c h n o
te
A
Analyze the Learners
Analyze Learners
Matching the characteristics of the learner with the content of
the methods, media, and materials

• General Characteristics
- identify your learners
• Specific Entry Competencies
- know what your learners are capable of doing
• Learning Styles
- how an individual perceives, interacts with and
responds emotionally to the learning
environment
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
– Workbooks
– Programmed instruction
– Demonstrations
– Structured laboratory approaches
Information Processing Habits

• Concrete Random-lean toward a trial


and error approach
– Games
– Simulations
– Independent study projects
– Discovery Learning
Information Processing Habits

• Abstract Sequential-learners decode


verbal and symbolic messages adeptly
– Reading presentations
– Listening to presentations
Information Processing Habits

• Abstract Random-draw meaning from


human mediated presentations
respond to tone and style of speakers
– Group discussions
– Lectures with question answer periods
– Videotapes
– Television
S
State the Objectives
State Objectives
A statement of what will be achieved, not how it will be achieved
• Audience
- learning takes place when learners are active, mentally
processing an idea, or physically practicing a skill.
• Behavior
-the verb describing the new capabilities that the audience
will have after instruction
• Conditions
-the performance that is to be observed by the learners
• Degree
-the standard by which acceptable performance will be
judged
S
Select Method, Media, and
Materials
Select Method, Media, and Materials
• Choosing a Method
-any given lesson will probably incorporate two or more
methods to serve different purposes at a different
points in the progression of the lesson
• Choosing a Media
-the physical form in which a message is incorporated and
displayed
- still images, text, voice, music, etc.
• Selecting Materials
-available
-modify existing
-design new
U
Utilize Media and Materials
Utilize Media and Materials
Use of media and materials by the students and
teachers.
• Preview the materials
-always preview instruction materials before using them
-materials should be appropriate for your audience and
objectives
• Prepare the materials
-gather all of the equipment you and the students will need
-determine the sequence
• Prepare the environment
-arrange the facilities for proper student use of the
materials and media
Utilize Media and Materials
Use of media and materials by the students and
teachers.
• Prepare the learners
-give a broad overview of the content and lesson or
-tell how the lesson relates to the topic being studied or
-give a motivating statement that creates a need to know
by telling learners how they will profit from the lesson
-give cues directing attention to specific aspects of the
lesson
• Provide the learning Experience
-direct attention to the classroom
R
Require Learner Participation
Require Learner Participation
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
Feedback
Productive critical evaluative response

– Oneself
– Print Sources
– Devices
– Other People
E
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?
The ASSURE Model

Analyze the Learners


State the Objectives
Select Methods, Media, and Materials
Utilize Materials
Require Learner Participation
Evaluate and Revise
ASSURE MODEL LESSON PLAN
THE END
Dramatized experience. By dramatization, we
can participate in a reconstructed experience,
even though the original event is far removed
from us in time.

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