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ASSURE MODEL (instructional design model), Lecture notes of Advanced Education

Don Mariano Marcos Memorial State University (DMMMSU)Advanced Education

ASSURE is an instructional design model that has the goal of producing more effective teaching and learning. “ASSURE” is an acronym that stands for the various steps in the model. This model is composed of six essential steps in planning instruction. Theoretically, it is a mental framework that a teacher considers.

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2023/2024

Available from 06/09/2024

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ASSURE MODEL
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.
ASSURE is an instructional design model that has the goal of producing more effective teaching and
learning. “ASSURE” is an acronym that stands for the various steps in the model. This model is composed
of six essential steps in planning instruction. Theoretically, it is a mental framework that a teacher
considers.
ASSURE:
• 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 information gathered will help you in the decisions that you make with
respect to the other steps in the process. When you determine the character of the learners, it
will guide you in choosing specific strategies and resources to aid the learning process.
The analysis of your learners should include:
• The general attributes of your learners, such as age, academic abilities, gender, interests, etc.
• Prior competencies
• Learning styles, such as auditory, visual
• 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 objectives can be used in assessing the success of the students, perhaps for the grading process.
Also, you can use them to let the learners know what they will accomplish through the class.
The mark of a good set of learning objectives is conformity to the ABCDs of well-stated learning
objectives. They are as follows:
1. A well-stated objective starts by naming the Audience of learners for whom the objective is
intended;
2. It then specifies the Behavior or capability to be learned;
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ASSURE MODEL

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. ASSURE is an instructional design model that has the goal of producing more effective teaching and learning. “ASSURE” is an acronym that stands for the various steps in the model. This model is composed of six essential steps in planning instruction. Theoretically, it is a mental framework that a teacher considers. ASSURE:

- 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 information gathered will help you in the decisions that you make with respect to the other steps in the process. When you determine the character of the learners, it will guide you in choosing specific strategies and resources to aid the learning process. The analysis of your learners should include: - The general attributes of your learners, such as age, academic abilities, gender, interests, etc. - Prior competencies - Learning styles, such as auditory, visual - 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 objectives can be used in assessing the success of the students, perhaps for the grading process. Also, you can use them to let the learners know what they will accomplish through the class. The mark of a good set of learning objectives is conformity to the ABCDs of well-stated learning objectives. They are as follows: 1. A well-stated objective starts by naming the Audience of learners for whom the objective is intended; 2. It then specifies the Behavior or capability to be learned;

  1. The Conditions under which the capability would be observed;
  2. The Degree to which the new skill must be mastered—the standard by which the capability can be judged. Audience a. Focus on what the learner is doing, not on what the teacher is doing. b. Learning is most likely to take place when the learner is active— mentally processing an idea or physically practicing a skill. c. Not what the teacher does, the objective begins by stating whose capability is going to be changed. Behaviour a. The heart of the objective is the verb describing the new capability that the audience will have after instruction. b. This verb is most likely to communicate your intent clearly if it is stated as an observable behavior. c. What will the learner be able to do after completing instruction? d. Vague terms such as know,’ understand, and appreciate do not communicate your aim ‘ clearly. Better are define, categorize, and demonstrate, which denote observable performance. Conditions A statement of objectives should include the conditions under which performance is to be observed, if such conditions are relevant Degree The final requirement of a well-stated objective is to indicate the standard by which acceptable performance will be judged Includes: What degree of accuracy or proficiency must the learner display? Whether the criteria are stated in qualitative or quantitative terms. Classification of Objectives An objective may be classified according to the primary type of learning outcome at which it is aimed. Although there is a range of opinion on the best way to describe and organize types of learning, three categories (or domains), of learning are widely accepted: cognitive skills, affective skills and motor skills. To these we add a fourth, interpersonal skills, because of the importance

Obtaining Specific Materials: Select, Modify, or Design Obtaining appropriate materials will generally involve one of three alternatives: (1) selecting available materials, (modifying existing materials, or (3) designing new materials. Once you decided what media format suits your objectives the next thing that you should consider is in finding specific materials to convey the lesson. 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 Your first step might be to survey some of the published media reference guides to get a general idea of what is available. The decision about whether to use a particular piece of instructional material depends on several factors. Recent research confirms the critically of certain criteria in the appraisal of materials among the questions to be asked about each specific piece of media are the following:

  • Does it match the curriculum?
  • Is it accurate and current
  • Does it contain clear and concise language?
  • Will it arouse motivation and maintain interest?
  • Does it provide for learner participation?
  • Is it of good technical quality?
  • Is there evidence of its effectiveness (e.g., field-test result)?
  • Is it free from objectionable bias and advertising? –
  • Is a user guide or other documentation included? Modifying Available Materials If you cannot locate any suitable materials you can always modify what is available. This can be both challenging and creative. - U – UTILIZE METHODS, MEDIA AND MATERIALS

Having selected the strategy, media and materials is halfway of the task done. Planning how to implement these entails a lot of consideration. 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 This means that it’s important to plan ahead of time just how you’re going to use them. It’s good to do a dry run of your lesson before you actually teach it. Make sure that the whole lesson will go smoothly and seamlessly. 2. Prepare the Technology, Media, and Materials You need to gather together all of the things that you will need to teach your lesson. They must be working properly. For example, if you are making a power-point presentation, then you’ll need to create the text and graphics for each screen. 3. Prepare the Environment There is some minimal preparation required to set up the learning environment. Simple things like making sure that you have enough desks are important. Also, if you have control over the situation, you should make sure that there are no sources of noise that will disturb the students. 4. Prepare the Learners First, you need to clearly inform the learners as to what the learning objectives are. This will help the learners create a mental map of what they need to absorb. Next, it’s important to tell the students how they will be assessed. You need to tell them what their assignments will be, how they will be graded, if there are tests, etc. Also, you should explain to the students what the benefits of learning the material are. 5. Provide the Learning Experience

The final step in your evaluation should focus on feedback from your students. Was their experience positive overall? Do they feel that they have reached your objectives and their own personal objectives? How will you determine whether or not your performance was effective? In conclusion, the ASSURE process is really just a matter of common sense. However, it is good to follow a regimented guide to improve your teaching technique. Any effective teacher knows that the perfection of their technique does not come overnight, and there is always room for improvement. By following the ASSURE process, you will be sure to improve your teaching for many years to come.