2. THE next step in the ASSURE
model is the one that all the other
steps lead up to and away from: the
presentation itself.
To get maximum learning impact from
your presentation, you must follow
certain utilization proce-dures identified
in formal research stretching back to U.S.
military training in World War II and the
practical experience of several
generations of teachers:
3. in short, ….
Preview the materials
Practice the presentation
Prepare the environment
And present the material
4. No instructional materials should be
used blind.
During the selec-tion process you
should have determined that the
materials are appropriate for your
audience and objectives.
6. Wherever the presentation is to
take place—
classroom, audito-rium, meeting
room, or what-ever—the
facilities will have to be put in
order.
comfortable seating, adequate
ventilation, cli-mate control,
suitable lighting, and the like.
7. Utilization of many media
requires a darkened
room, a convenient power
supply, and access to light
switches.
9. REQUIRE LEARNER
PERFORMANCE
THE fifth step in the ASSURE
model is to provide
opportunities for learners to
practice the capability being
taught.
10. Educators have long realized that
participa-tion in the learning process by the
learner enhances learning. In the early
1900s, John Dewey urged reorganization of
the curriculum and instruction to make
student participation a central part of the
process.
Later, behavioral psychologists such as B. F.
Skinner dem-onstrated that instruction
provid-ing for constant reinforcement of
desired behaviors is more effec-tive than
instruction in which responses are not
reinforced.
12. The most frequently thought of type
of evaluation is the paper-and-pencil
test; the most frequently thought of
purpose, to measure student
achievement.
13. * evaluation of learner
achieve-ment
*evaluation of media and
methods
*and evaluation of the
instructional process.
14. Evaluation of Learner
Achievement
The method of evaluating
achievement depends on the
nature of the objective.
15. Evaluation of Media and
Methods
Instructional materials need to
be evaluated to determine if
future use, with or without
modification, is warranted.
16. Evaluation of the
Instructional Process
Evaluation is an ongoing process.
Evaluations are made before, during, and
after instruction; for example, before,
instruction, learner characteristics are
measured to ensure that there is a fit
between student skills and the methods
and materials you intend to use.
17. Evaluation during instruc-tion
usually has a diagnostic pur-pose—
that is, it is designed to detect and
correct learning/teach-ing problems
and difficulties in the instructional
process which may threaten
attainment of objec-tives.
18. Revision
The final step of
the instructional
cycle is to sit
back and look at
the results of
your evaluation
data gathering.
