2. conditions of learning
robert mills gagné
categorize goals 2 outcome
motor skills & attitudes
five major categories of learning verbal information
cognitive strategies
intellectual skills
Presented by : Brent Daigle, Ph.D.
5. gagné principles
outcomes drive instruction
learning hierarchy & sequence
conditions of learning
Presented by : Brent Daigle, Ph.D.
6. ASSURE model
A nalyze learners
S tate objectives
S elect methods, media, materials
U tilize media and materials
R equire learner participation
E valuate and revise
Presented by : Brent Daigle, Ph.D.
7. ASSURE model
A nalyze learners
S
S
U Who’s your audience?
Before you can begin, you must know your target
audience (your students). You need to write down
R
the following information about your students:
General characteristics - grade, age, ethnic group,
sex, mental, emotional, physical, or social
E
problems, socioeconomic level, and so on.
Specific entry competencies - prior knowledge,
skills, and attitudes.
Learning styles - verbal, logical, visual, musical,
structured, and so on.
Presented by : Brent Daigle, Ph.D.
8. ASSURE model
A
S tate objectives
S
U The ABCD's of writing objectives are:
Audience (who are your students?)
R
Behavior to be demonstrated
Conditions under which the behavior will be observed
Degree to which the learned skills are to be mastered.
E
Example: 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).
Presented by : Brent Daigle, Ph.D.
9. ASSURE model
A
S
S elect methods, media, materials
U
R
E
Presented by : Brent Daigle, Ph.D.
10. ASSURE model
A
S
S
U tilize media and materials
R
E
11. ASSURE model
A
S
S
U
R equire learner participation
E
Presented by : Brent Daigle, Ph.D.
12. ASSURE model
A Reflect on lesson !
This last stage is often neglected but it is the
S
most important one. Anyone can develop a
lesson and deliver it, but really good
teachers must reflect upon the lesson, the
S
stated objectives, the instructional strategy,
the instructional materials, and the
assessment and determine if these elements
of the lesson were effective or if one or
U
more of them need to be changed the next
time the lesson is done.
You are not a bad teacher if a lesson does
not work. You are a bad teacher if you don't
R
reflect upon your lessons and work on
revising elements of the lesson until your
students become successful learners.
E valuate and revise
Presented by : Brent Daigle, Ph.D.
