A nalyze learners State objectives S elect methods, media, and materials Utilize media and materials Require learner participation E valuate and revise
Broadly identify your learners- age, grade level, ethnic group, sex, socioeconomic factors, etc.
Specific Entry Competencies
Verify your assumptions about your learners. What is the learners prior knowledge of the material? What types of skills and attitudes do they have?
Offer a variety of learning styles within a lesson. Learning styles can be categorized as perceptual preferences and strengths, information processing habits, motivational factors, and physiological factors. Analyze Learners
Perceptual Preferences and Strengths
Information Processing Habits
Who are your students?
What will the audience be able to accomplish after the lesson?
What tools will the students be allowed to utilize? Are they allowed to use notes? Are they allowed to use the textbook?
What degree of accuracy should the student be able to display once the lesson is learned? Writing Objectives
Fifth grade social studies students (Audience) will be able to name at least 90% (Degree) of the state capitols (Behavior) when given a list of states (Condition). Example objective
Choose an Instructional Method
What method (e.g. PowerPoint presentation, discussion, hands-on activity) do you feel is most appropriate to meet the objectives for these particular students?
Choose a Media Format
Examples: text, still images, music, video
Choose your Materials
Are the materials clear and concise? Does theyprovide for student participation? Will the materials help your student in mastering the objectives? Examples of materials: software programs, overhead projector, computer, DVDs Select Methods, Media, and Materials
Utilize Media and Materials
Check them out before you use them in a class.
Prepare the material
Make sure you have everything you need and that it all works.
Prepare the environment
Set up the classroom so that whatever you are doing will work in the space you have.
Prepare the learners
Provide a broad overview of the topic. Inform the students of the objectives before they start the lesson , so they are aware of what is to be expected.
Provide the learning experience
Don’t be boring! Being excited about the lesson will make the students excited and provide a more positive learning experience.
All activities should provide students an opportunity to practice skills that build towards the objectives.
Have students provide feedback on the lesson.
Require Learner Participation
Evaluate Student Performance
Evaluate Methods and Media
Evaluate Instructor Performance
Evaluate and Revise
Gagne, R., Walter, W., Golas, K., & Keller, J. (2005). Principles of instructional design (5thed). Belmont, CA: Wadsworth. Heinich R., Molenda M., Russell J., & Smaldino (1999). The Assure Model. Retrieved 17 Feb 2010 from http://rocky2.unca.edu/education/edtech/techcourse/assure.htm
Russell, J. & Sorge, D. (1994). Improving technology implementation in grades 5-12 with the ASSURE model. T H E Journal, 21. Retrieved from http://web.ebscohost.com/ehost/detail?vid=5&hid=102&sid=a09855e0-74b8-4560-88cf-a44281953942%40sessionmgr114&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=9501235085 Selected References