ASSURE MODEL knowledge, skills, and attitudes

about the topic

- Is a procedural guide for planning and
delivering instruction that incorporates General Characteristics (of the learners)
media, assumes that training or
- Even a superficial analysis of
instruction really is required (e.g.,
learner characteristics can
students don’t know how to use the new
provide helpful leads in
laboratory microscopes, or assembly line
selecting instructional methods
workers must learn to handle safely the
and media.
toxic materials they work with).

ANALYZE LEARNER CHARATERISTICS - CHARACTERISTICS OF THE

A
LEARNERS DEPEND:
S STATE OBJECTIVES
SELECT, MODIFY, OR DESIGN MATERIALS o Reading skills, ethnic
S
or cultural subgroup,
U UTILIZE MATERIALS learner’s apathy, social
REQUIRE LEARNER RESPONSE background and etc.
R
- The more advanced have a sufficient
E EVALUATION base for using audiovisual or even
verbal materials.
THE ASSURE METHOD Specific Entry Competencies
1. ANALYZE LEARNERS - At the beginning, you have to
- The first step in planning is to assume that the learners lack the
identify the learners. knowledge and skills

- Your learners may be: - But they possess the knowledge or

o Students, trainees, or skills needed to learn and
members of an understand from the lesson.
organization such as a
Sunday school, civic - In reality, these assumptions are
club, youth group, or often mistaken.
fraternal organization.

- You must know your students No. ANDRAGOGY PEDAGOGY

to select the "best" medium to (Adult Learning) (Student Learning)
meet the objectives. 1 Learners are called Learners are called
“participants” or “students”
- The audience can be analyzed “learners”
2 Independent learning Dependent learning style
in terms of (1) general
style
characteristics and (2) specific
3 Objectives are Objectives are
entry competencies— flexible predetermined and
inflexible
 4 It is assumed that It is assumed that 2) It then specifies the Behavior or
the learners have learners are capability to be learned and
experience to inexperienced and/or
contribute uninformed 3) The Conditions under which the
5 Active training Passive training capability would be observed
methods are used methods, such as
lecture, are used 4) Specifies the Degree to which the new
6 Learners influence Trainer controls timing
skill must be mastered—the standard by
timing and pace and space
which the capability can be judged.
7 Participant is Participants contribute to
involvement is vital the experience Audience
8 Learning is real-life Learning is content-
problem centered centered - Focus on what the learner is doing, not
9 Participants are seen Trainer is seen as the on what the teacher is doing
as primarily primary resource who - Learning is most likely to take place
resources for ideas provides ideas and when the learner is active— mentally
and examples examples processing an idea or physically
practicing a skill.
2. STATE OBJECTIVES - Not what the teacher does, the objective
- The next step is to state the begins by stating whose capability is
objectives as specifically as going to be changed
possible.
Behavior
- The objectives may be derived - The heart of the objective is the verb
from a needs assessment or a describing the new capability that the
course syllabus, stated in a text- audience will have after instruction.
book, taken from a curriculum - This verb is most likely to communicate
guide, or developed by the your intent clearly if it is stated as an
instructor. observable behavior.
OBJECTIVES SHOULD BE STATED IN TERMS - What will the learner be able to do after
OF: completing instruction?
o Vague terms such as know,
- What the learner (audience) will be able understand, and appreciate do not
to do as a result of instruction (behavior) communicate your aim clearly. Better
- The conditions under which the student are define, categorize, and
or trainee is going to perform and the demonstrate, which denote
degree of acceptable performance observable performance.
should be included.
Conditions
The ABCDs of Well-Stated Objectives
- A statement of objectives should include
1) A well-stated objective starts by naming the conditions under which performance
the Audience of learners for whom the is to be observed, if such conditions are
objective is intended. relevant
Degree centered skills that involve the ability to relate
effectively with others. Examples include
- The final requirement of a well-stated
teamwork, counseling techniques, administrative
objective is to indicate the standard by
skills, salesmanship, discussion activities, and
which acceptable performance will be
customer relations.
judged
- Includes: What degree of accuracy or
proficiency must the learner display?
The cognitive Domain
Whether the criteria are stated in
qualitative or quantitative terms - Proposed by Bloom envisioned a rather
orderly progression from simple to
CLASSIFICATION OF OBJECTIVES
complex mental abilities.
- An objective may be classified according - Research suggests that the cognitive
to the primary type of learning outcome domain incorporates at least three
at which it is aimed. qualitatively different types of
- Although there is a range of opinion on capabilities, not a single sim-ple-to-
the best way to describe and organize complex continuum.
the subsets, three categories, or
COGNITIVE DOMAIN INCLUDES:
"domains," of learning are widely
accepted: cognitive, affective, and motor - Verbal/visual information
skills. - Intellectual skills:
- To these we add a fourth—interpersonal o Discrimination: to be able to
skills— which addresses important skills distinguish between two different
neglected in the other domains. stimuli, that is, to see the
Cognitive-learning involves the whole difference between physically
arrayof intellectual capabilities, from simple similar objects
factual recall to the generation of new theories. o Concept learning: classifying
things or ideas into categories
Affective learning involves feelings and on the basis of some shared
values. Objectives in the affective domain may attributes.
range from stimulating interest in a school
subject to encouraging healthy social attitudes to Cognitive Strategies
adopting a set of ethical standards. - The internal "control processes" that
Motor skill learning involves athletic, govern the learners ability to visualize,
manual, and other such physical skills. think about, and solve problems.
Objectives in the motor skill domain include - The sophistication of our cognitive
capabilities ranging from simple mechanical strategies determines how creatively,
operations to those entailing-sophisticated fluently, or critically we will be able to
neuromuscular coordination and strategy, as in think.
competitive sports.
Interpersonal skills learning involves The Affective Domain
interaction among people. These are people-
 - The affective domain is organized 1) Imitation:
according to the degree of internalization Repeating the action shown
- The degree to which the attitude or value (e.g., After viewing the film on
has become part of the individual are the the backhand tennis swing, you
following: will demonstrate the swing with
reasonable accuracy.)
1) Receiving:
Being aware of and willing to pay 2) Manipulation:
attention to a stimulus (listen or Performing independently (e.g.,
look) (e.g., the student will sit Following a practice period, you
quietly while the teacher reads will demonstrate the backhand
Long-fellows Paul Reveres tennis swing, scoring seven of
Ride.) the ten points on the
performance checklist.)
2) Responding:
Actively participating, reacting in 3) Precision:
some way (e.g., The student will Performing with accuracy (e.g.,
ask questions relating to Paul You will demonstrate an
Reveres Ride.). acceptable back-hand tennis
swing, returning successfully at
3) Valuing: least 75 percent of practice
Voluntarily displaying - an serves to the back-hand.)
attitude, showing an interest
(e.g., The student will ask to 4) Articulation:
read another story or poem Performing unconsciously,
about Paul Revere.) efficiently, and harmoniously,
incorporating coordination of
4) Characterization: skills (e.g., During a tennis
Demonstrating an internally match, you will execute the
consistent value system, backhand stroke effectively
developing a characteristic against your opponent, returning
lifestyle based upon a value or nine out of ten of all types of
value system (e.g., The student shots hit to the backhand side.).
will devote a percentage of his or
her free time to studying
American history.) Types of Interpersonal Skills Learning

The Motor Skill Domain 1) Seeking/giving information:

- The motor skill domain may be seen as a Asking for/offering facts,
progression in the degree of opinions, or clarification from/to
coordination required another individual or individuals
- The following degrees are: (e.g., You will ask your
supervisor about the meaning of
a new work rule.)
 - Objectives in any of the domains just
2) Proposing: discussed may, of course, be adapted to
Putting forward a new concept, the abilities of individual learners. The
suggestion, or course of action stated philosophy of most schools and
(e.g., You will make a job colleges is to help students fulfill their full
enrichment suggestion to your potential, not to produce clone-like
supervisor.). replications of a standard mold.

3) Building and supporting: 3. SELECT MEDIA AND MATERIALS

Extending, developing, and - A systematic plan for using
enhancing another person, his or media demands that the media
her proposal, or concepts (e.g., be selected systematically at
In a departmental meeting you first.
will suggest an amendment to - The selection process has two
someone’s motion.) stages:
(1) choosing an appropriate
4) Shutting out/bringing in: media format and (2)
Excluding/involving another selecting, modifying, or
group member from/into a designing the specific
conversation or discussion (e.g., materials within that format.
In a departmental meeting you
will ask a quiet member to give Choosing a Media Format
his or her ideas.) - A very complex task because of the
following: vast array of media available,
5) Disagreeing: the infinite variety among learners, and
Providing a conscious, direct the objectives to be pursued.
declaration of difference of
Media selection models
opinion, or criticism of another
person’s concepts (e.g., During - These are different formulas proposed to
a lunchroom discussion you will simplify the task.
defend a new work rule against - Media selection models are usually in the
a colleagues attack.). form of flowcharts or checklists.

6) Summarizing: Things to consider in media selection models:

Restating in a compact form the 1) Instructional situation or setting
content of previous discussions (e.g., large- group, small-group,
or considerations (e.g., Before or self-instruction)
giving your comments in a 2) Learner variables (e.g., reader,
depart-mental meeting you will nonreader, or auditory
summarize the arguments that preference)
have been presented.) 3) The nature of the objective (e.g.,
cognitive, affective, motor skill,
Objectives and Individual Differences or interpersonal) must be
 considered against the The Instructors Personal File
presentational capabilities of
Every instructor should develop a file of
each of the media formats (e.g.
media references and appraisals for
presenting still visuals, motion
personal use. This personal file card
visuals, printed words, or spoken
need not be as detailed as the appraisal
words).
form.
- Some models also take into Records instructional strengths and
consideration the capability of each weaknesses
format to give feedback to the learner
Modifying Available Materials
Obtaining Specific Materials: Select, Modify, or
Design? If you cannot locate any suitable
materials you can always modify what is
- Once you decided what media format available.
suits your objectives the next thing that
you should consider is in finding specific This can be both challenging and
materials to convey the lesson creative.

Selecting Available Materials Designing New Materials

- The majority of instructional materials Certain basic considerations must be

used by teachers and trainers are "off taken into account when designing new
the shelf"—that is, ready-made and materials. For example:
available from school, district, or Objectives
company collections or other easily
accessible sources. What do you want your students
to learn?
Survey of Sources
Audience
- Your first step might be to survey some
of the published media reference guides What are the characteristics of
to get a general idea of what is available. your learners? Do they have the
prerequisite knowledge and
- Unfortunately, no single comprehensive skills to use and/or learn from
guide exists to all audiovisual materials the materials?
available in all media formats in all Cost
subjects; you may have to consult
several sources for a given problem. Is sufficient money avail-able in your
budget to meet the cost of supplies (film,
- NICEM (National Information Center for audio- tapes, etc.) you will need to
Educational Media)- One of the more prepare the materials?
comprehensive sources set of indexes Technical expertise
Do you have the necessary expertise to
The NICEM indexes are arranged according to: design and produce the kind of materials
 you wish to use? If not, will the - Prepare the audience, and
necessary technical assistance be
available to you? (Try to keep your - Present.
design within the range of your own
capabilities. Don’t waste time and money
trying to produce slick professional Preview the Materials
materials when simple inexpensive
products will get the job done.) - No instructional materials should be used
blind
Equipment - During the selection process you should
have determined that the materials are
Do you have avail-able the necessary
appropriate for your audience and
equipment—to produce and/or use the
objectives.
materials you intend to design?
Practice the Presentation
Facilities
- After previewing the materials, you
If your design calls for use of special
should practice your portion of the
facilities for prep-aration and/or use of
presentation.
your materials, are such facilities
- However, do not over practice, or the
available?
presentation will sound "canned”
Time
Prepare the Environment
Can you afford to spend whatever time
- Wherever the presentation is to take
may be necessary to design and
place— classroom, auditorium, meeting
produce the kind of materials you have in
room, or whatever—the facilities will
mind?
have to be put in order.
- Utilization of many media requires a
darkened room, a convenient power
4. UTILIZE MATERIALS
supply, and access to light switches.
- To get maximum learning impact
from your presentation, you must Present the Material
follow certain utilization
- This is what you’ve been preparing for,
procedures identified in formal
so you will want to make the most of it.
research stretching back to U.S.
Our term for this is showmanship.
military training in World War II
- Instructor should be able to direct
and the practical experience of
attention in the classroom.
several generations of teachers
5. REQUIRE LEARNER PERFORMANCE
- Preview the materials,
- The fifth step in the ASSURE
model is to provide opportunities
- Practice the presentation,
for learners to practice the
capability being taught.
- Prepare the environment,
 - Educators have long realized to conventional written tests or
that participation in the learning oral examinations.
process by the learner enhances
learning. 2) Evaluation of Media and Methods
- Evaluation also includes
PROPOSITIONS:
assessment of instructional
John Dewey urged reorganization of the media and methods.•
curriculum and instruction to make student Particularly after first use,
participation a central part of the process. instructional materials need to
be evaluated to determine if
Behavioral psychologists such as B. F. future use, with or without
Skinner demonstrated that instruction providing modification, is warranted. The
for constant reinforcement of desired behaviors is results of your evaluation should
more effective than instruction in which be entered on your personal file
responses are not reinforced. form.

3) Evaluation of the Instructional Process

6. EVALUATE/REVISE - Although ultimate evaluation
- The final component of our must await completion of the
ASSURE model for effective instructional unit, evaluation is
learning• most frequent type of an ongoing process.
evaluation is the paper- and- - Evaluations are made before,
pencil test during, and after instruction.
- The most frequent thought of
purpose is to measure student Revision
achievement. The final step of the instructional cycle is
Three purposes of evaluation to sit back and look at the results of your
evaluation data gathering.
1) Evaluation of learner achievement
2) Evaluation of media and methods If your evaluation data indicate
3) Evaluation of the instructional process. shortcomings now is the time to go back
to the faulty part of the plan and revise it.
The model works, but only if you use it to
1) Evaluation of Learner Achievement upgrade the quality of your instruction
- The method of evaluating constantly.
achievement depends on the
nature of the objective.•
Objectives that focuses on
cognitive skills for example,
distinguishing adjectives from
adverbs, describing a company’s
absence policy lend themselves