The ASSURE model is a procedural guide for planning instruction that incorporates media. It focuses on planning the classroom use of media. The model involves 6 steps: (1) Analyze learners to understand their characteristics and existing knowledge, (2) State clear and measurable objectives, (3) Select appropriate media and materials to bridge students' current and desired knowledge, (4) Utilize the materials effectively in the classroom, (5) Require learner performance of objectives during the lesson, and (6) Evaluate and revise the instructional process based on whether objectives were met.
The ASSURE model is a procedural guide for planning instruction that incorporates media. It focuses on planning the classroom use of media. The model involves 6 steps: (1) Analyze learners to understand their characteristics and existing knowledge, (2) State clear and measurable objectives, (3) Select appropriate media and materials to bridge students' current and desired knowledge, (4) Utilize the materials effectively in the classroom, (5) Require learner performance of objectives during the lesson, and (6) Evaluate and revise the instructional process based on whether objectives were met.
The ASSURE model is a procedural guide for planning instruction that incorporates media. It focuses on planning the classroom use of media. The model involves 6 steps: (1) Analyze learners to understand their characteristics and existing knowledge, (2) State clear and measurable objectives, (3) Select appropriate media and materials to bridge students' current and desired knowledge, (4) Utilize the materials effectively in the classroom, (5) Require learner performance of objectives during the lesson, and (6) Evaluate and revise the instructional process based on whether objectives were met.
The ASSURE model is a procedural guide for planning instruction that incorporates media. It focuses on planning the classroom use of media. The model involves 6 steps: (1) Analyze learners to understand their characteristics and existing knowledge, (2) State clear and measurable objectives, (3) Select appropriate media and materials to bridge students' current and desired knowledge, (4) Utilize the materials effectively in the classroom, (5) Require learner performance of objectives during the lesson, and (6) Evaluate and revise the instructional process based on whether objectives were met.
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THE ASSURE MODEL
All effective instruction requires careful planning. The ASSURE
model, a procedural guide for planning and delivering instruction that incorporates media, assumes that training or instruction really is required (e. g. students don’t know how to use the new laboratory microscopes, or assembly line workers must learn to handle safely the toxic materials they work with). The ASSURE Model focuses on planning surrounding the actual classroom use of media. A Model to Help ASSURE Learning A – Analyze Learners. The first step in planning is to identify the learners. Your learners may be students, trainees, or members of an organization such as Sunday school, etc. You must know your students to select the “best” medium to meet the objectives. The audience can be analyzed in terms of (1) specific entry competencies – knowledge, skills, and attitudes about the topic and (2) general characteristics (gender/sex, grade level, etc.). S – State the Objectives. The next step is to state the objectives as specifically as possible. The objectives may be derived from a needs assessment or a course syllabus, stated in a textbook, taken from a curriculum guide, or developed by the instructor. Wherever they come from, they should be stated in terms of what the learner (audience) will be able to do as a result of instruction (behavior). The conditions under which the student or trainee is going to perform and the degree of acceptable performance should be included. S – Select Media and Materials. Once you have identified your students/audience and stated your objectives, you have to establish the beginning (audience’s present knowledge, skills, and attitudes) and the ending points (objectives) of instruction. Your task now is to build a “bridge” between these two points. There are three options: (1) select available materials, (2) modify existing materials, (3) or designing new materials. U – Utilize the Materials. Having either selected, modified, or designed your materials, you then must plan how the materials will be used and how much time will be spent using them. Next, prepare the class and ready the necessary equipment and facilities. Then present the material using the “showmanship” techniques and suggestions. R – Require Learner Performance. Learners must practice what they are expected to learn and should be reinforced for the correct response. The first time they are expected to perform the behavior called for in the objectives should not be on the examination. Instead, there should be activities within the lesson that allow learners to respond and to receive feedback on the appropriateness of their performance or response. E – Evaluate/Revise. After instruction, it is necessary to evaluate its impact and effectiveness. To get the total picture, you must evaluate the entire instructional process. Did the learners meet the objectives? Did the media assist the trainees in reaching the objectives? Could all students use the materials properly? Wherever there are discrepancies between what you intended and what you attained, you will want to revise the plan for the next attempt.
