1. Day 5 ASSURE Method
Analyze Learners:
The 22 learners are 10th grade students in a Biology course at a fairly rural high school.
Two-thirds of the class are girls. Five of the students have mild attention-deficit disorders and
two of them are talented and gifted. Eleven of the students are visual learners, five are audio
learners, and eight are tactile kinesthetic learners. Many of the students dislike science and
have no motivation in the class.
State Objectives:
The 10th grade class will become genetic counselors who diagnose genetic disorders by
analyzing and interpreting pedigrees through a WebQuest then form their own opinions about
controversial topics in genetics after reading and discussing blogs with 80% accuracy at the end
of class.
Select Methods, Media, and Materials:
Smartboard with speakers to show a Voki, blog, and discussion
Computers and internet for each student to access a WebQuest
A document from Twiddla.com for students to comment on anonymously
Utilize Media and Materials:
I will use the Smartboard at the beginning of class to show a Voki that reviews the
previous day’s information as well as introduces some of the new information that will be
discussed in today’s lessons. Then each student will need a computer to complete a WebQuest
and read my blog about genetic disorders. At the end of class, I will open a document on
Twiddla.com on the smartboard for students to write their opinions anonymously about
controversial genetic topics and discuss.
Require Learner Participation:
Each student will be required to complete the WebQuest and turn in their diagnoses for
a grade. Hopefully each student will be comfortable to write their opinions during the
controversial discussion since it will be anonymous.
Evaluate and Revise:
Students will be evaluated by my observations of their effort during the WebQuest and
the final diagnoses they turn in with explanations. I will revise the lesson at the end by going
over any areas of struggle.
