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Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
Assure power point
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Assure power point

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  • 1. The ASSURE Method / Model A – Analyze Learners S- State Objectives S- Select methods, Media, and Materials U- Utilize Media and Materials R- Require Learner Participation E- Evaluate and Revise
  • 2. ASSURE A method used originally by the US Air force When Dr Robert Gagné was the Director of the learnig Laboratory. His learning theory called the "Conditions of Learning". His research revealed that a well-designed lesson begins with the arousal of the student.
  • 3. The break down of ASSURE A- Analyze Learners: A common ground between the learner and the content of the method, media and materials to be used is vital in the success of instruction. While impossible to examine every trait, there are several that are critical and need to be taken into consideration when making instructional decisions.
  • 4. 3 traits worth analyzing …  General Characteristics  Learning Styles  Specific entry competencies
  • 5. General Characteristics Even a superficial analysis of general characteristics can provide great leads into selecting the correct support material, methods, and media Among the basics:  Age  Gender  Grade Level  Culture
  • 6. More… Different groups of students call for different approaches. Homogeneous groups are rare and even when working with one, their instructional demands may call for further analysis. (Dale’s Cole Experience) People remember 20% of what they hear, 10% of what they read, 30% of what they see, 50% of what they hear and see, 70% of what they say and write, and 90% of what they say as they do it.
  • 7. Learning Styles Learning Styles are based on how the individual perceives, interacts, and responds to a learning environment. Dr Howard Gardner believes that not all people learn in the same way and they do not have the same abilities. Gardner identified 7 different intelligences (later revised to 9… Naturalist and Existentialist.
  • 8. Gardner’s Theory Implies that teachers and administrators, as well as curriculum planers and media specialists need to work together to develop a curriculum in which the students can develop these different intelligences. He also stated that student’s strengths and weaknesses in each of these areas vary.
  • 9. Specific Entry Competencies  Two assumptions that will come back to haunt you : The student lack the skills and knowledge for what you are about to teach them  The student possesses the skills and knowledge for what you are about to teach them  We all know what happens when we ASS-U-ME
  • 10. What to do about Assumptions?  Verify them  Entry Test  Interviews  Set Prerequisites
  • 11. Other factors There are other factors to be considered when assessing competencies:  Motivation  Physiological factors (health, gender, hunger, temperature as explained by Dunn & Dunn
  • 12. Next Letter S- State objectives: What learning outcome is every student / participant expected to achieve? Remember that an objective is what will be achieved, not how it will be achieved. Objective should always be as specific as possible
  • 13. ABCD’s of Well-Stated Objectives  Audience  Behavior  Conditions  Degree
  • 14. Audience In a learning environment, learning is measured not by what the teacher is doing, but by what the student is doing. Learning is more likely to take place when the learners are actively participating; mentally and/or physically.
  • 15. Behavior It is important to be clear as what the learner is able to do after completing instruction… Terms like Know, understand, appreciate, and others like them are consider vague and non-observable. Use of terms like describe, enumerate, develop, categorize and demonstrate is preferred because they denote observable performance.
  • 16. Conditions Conditions in which the performance is to be observed should be included. How is it going to be done? Example: student will identify tropical fruits. How is/she going to do that? From a picture, a film, tangible object? Would the student be able to see notes? Is there a time frame?
  • 17. Degree As in degree of accuracy. How accurate the performance needs to be? Example: After learning the use of a manufacturing machine, how many units shall the learner produce? In how long? The degree along with the conditions are often left out of the lesson plan…. A mistake !!!!
  • 18. Select The 3 M’s  Methods  Media  Materials
  • 19. 3 Steps in selecting the 3 M’s  Relation between Method and Learning Task  Media Format  Obtaining Materials to fit the Learning Task
  • 20. Keep it simple, Keep it simple!!  Do not re-invent the wheel  Do not be afraid to ask  Seek help  Show how good the material is, not the media
  • 21. Choosing the Method  “There is more than one way to skin a cat”  In reality, not method is superior to all others, or serve all learning needs equally  Variety is the spice of life  What works for one ….does not for others
  • 22. Media Format … In simple words is the vehicle used to display and transport information. It is audience based, and there is an issue of reliability. All formats have their strengths and limitations. There is virtually a new one every day… making the process of choosing the media format a rather complex one.
  • 23. Some Media Formats         Still Images Text Flip Cards Computers & Multimedia Audio (voice-music) TV Overheads Show and Tell
  • 24. Obtaining Materials There are 3 overall alternatives in obtaining materials to fit the learning task:  You can only work with what you have  Improvise with what you have  Make your own
  • 25. How do you go about it?         Get people involve Run the idea by others (brainstorm) See what others have done Survey the sources Seek an specialist Media Guides NICEM ?
  • 26. Criteria         Does it match the curriculum? Current Language Reading level Maintain interest Technical quality PC and Bias-Free What does the audience take home?
  • 27. When your own is all you got!        Objective Audience Cost Stick with what you know…at first Equipment Facilities Time
  • 28. Utilize Media and Materials  Availability of Media is an ever-changing matter  Who is using it is what matters  Student centered  Teacher Centered
  • 29. 5 P’s…      Preview the materials: Save yourself from some embarrassment Prepare the Material: Do not Assume! Prepare the environment: Have everything ready Prepare the learners: Introduction and motivation… give some expectations Provide a learning Experience: They remember your presentation, not you giving it!
  • 30. Showmanship Refer to page 20-21 of the ASSURE file Please….
  • 31. Require Learner Participation  Learning styles  John Dewey  Learning theories  Curricular design  Feedback
  • 32. Evaluate and Revise      Remember that you are not only evaluating the material …but the media used as well. Evaluate thoroughly and often Do not be afraid to modify on the go …sometimes it is needed Asses depending on the nature of the objective Use as many different evaluation as possible
  • 33. ASSURE THE END

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