The document outlines the ASSURE model, an instructional design framework that integrates technology into lesson planning to improve learning outcomes. It emphasizes a systematic approach to analyzing learners, stating objectives, selecting appropriate methods and materials, engaging learners, and assessing both the instructional process and student performance. The model encourages reflection and revision of teaching practices to ensure effective instruction and accommodate diverse student needs.

1. Instructional Design Models
ASSURE
Model

2. Overview of Instructional
Technology Terms
¤ Instructional Technology: systemic and systematic
application of strategies and techniques derived from
behavioral, cognitive, and constructivist theories to the
solution of instructional problems.
¤ Instructional Design: systematic development of
instructional specifications using learning and
instructional theory to ensure the quality of instruction.
¤ Instructional Development: process of implementing
the design plans.
(Adapted from "Training and Instructional Design", Applied Research Laboratory,
Penn State University)

3. DEFINITION
n “A lesson plan designed
and developed to create
the most APPROPRIATE
learning environment
for the students.”
Source: http://www.unca.edu/education/edtech/techcourse/assure.htm

4. ASSURE Model
n ASSURE model -an ISD process which has
been adapted to be used in the learning
and teaching in the classroom.
n ISD process- can be used in designing and
developing the most effective and suitable
learning environment.
n Can be utilised in the process of lesson
planning as well as in improving the
process of learning in the classroom.

5. ASSURE Model
n Developed by Heinich, Molenda, Russell
& Smaldino (2002)
n A procedural guide for planning &
carrying out instruction , integrating
technology into the T & L process
n Systematic approach in writing up
lesson plans
n Help teachers organise instructional
procedures and perform assessment of
students’ learning

6. n Analyze learners
n State objectives
n Select instructional methods,
media, and materials
n Utilize media and materials
n Require learner participation
n Evaluate and revise
ASSURE Model

7. Analyze Learners
n The target
- General characteristics- grades, age, ethnic
composition, gender, whether they have mental,
emotional, physical or social problems, socio
economic status etc.
- Specific competency levels – prior knowledge,
skills and attitudes
- Learning styles - Perceptual preferences and
strengths, information processing habits,
motivational factors and physiological factors
(Clymer, 2007)

8. GENERAL CHARACTERISTICS
No. of Students: 35
Grade: Form 4
Gender: Female and Male
Level : Intermediate
Exceptionalities: Diverse Technological Skills
Cultural / Ethnic: Multi - Cultural
•http://www.engr.ncsu.edu/learningstyles/ilsweb.html
• To find out what learning styles they have, students can
visit this website :

9. n Questions to ask :
a. What is the learners’ knowledge base?
b. Do learners have basic technology
competencies before entering this
level?
c. Have learners mastered the items you
are about to teach?
d. What are learners’ misconceptions on
the subject?
Analyze Learners

10. n Objective clarification
Once students are identified, begin writing the objectives of
the lesson. Objectives are the learning outcomes, that is,
what will the student get out of the lesson?
n The ABCD's of writing objectives (Mager, 1984)are:
n Audience (who are the students?)
n Behavior to be demonstrated
n Conditions under which the behavior will be
observed
n Degree to which the learned skills are to be
mastered.
State Objectives

11. n Focus on learner and not teacher
n Behaviours must reflect real life
concerns and issues.
n The objectives help to :
a. identify learners’ expectations
b. identify necessary requirements
c. assess learning
d. determine needs for appropriate
materials and media
State Objectives

12. Select Methods, Media &
Materials
n What media on, what material, what
method?
n Instructional method that what the teacher
feels is most appropriate to meet the
objectives for these particular students.
n Media that would be best suited to work
with your instructional method, the
objectives, and your students. Media could
be text, still images, video, audio, and
computer multimedia.

13. n Materials that provide students with the help they
need in mastering the objectives.
n Materials might be purchased and used as they are or
they might need some modifications.
n Design and create own materials for the students to
use.
n Materials would be specific software programs, music,
videotapes, images, but would also be equipment, i.e.,
overhead projector, computer, printer, scanner, TV,
disc player, VCR, and so on.
Select Methods, Media &
Materials

14. n Should be selected following students’
needs
n Follow learning objectives
n Appropriate for teaching
n Consistent with learners’ learning styles
& capabilities
n Match the curriculum
n Accurate & current
n Motivated and maintaining interest
n Free from biasness
Select Methods, Media &
Materials

15. Utilise Media & Materials
n Time to conduct the lesson and use the
media and materials that are selected.
n Always preview the materials before
using them
n Use the equipment in advance to be
sure it works and teachers know how
to use it.

16. Utilise Media & Materials
n Don't get discouraged if technology
lets the planning down.
n Be sure to have a plan B
n Emphasize on usage of audio & video
n Make sure that the instructional
materials are suitable and working it
to the most efficient

17. Utilise Media & Materials
n Use the 5 P’s :
a. Preview the material
b. Prepare the material
c. Prepare the environment
d. Prepare the learners
e. Provide the learning
experience

18. Require Learner
Participation
n Incorporate questions and answers,
discussions, group work, hands-on
activities, exercise, simulation, quiz
n Listen to the students and allow them
to become aware of the
content. Allow them to learn as
opposed to trying to "teach" them.

19. • Divide the class in pairs.
•Explain the activity: create a
lesson plan using the ASSURE
MODEL.
•Explain the rubrics that will assess
their output.
•Distribute the easel paper and
markers
Require Learner
Participation

20. • Organize the groups into the
order of presentation.
• Set up work according the
environment.
• Grade the presentation according
to the predetermined rubric.
Require Learner
Participation

21. • Role playing improves retention of
information over lecture
presentation (Quinsland, 1986)
• Students with lower reading skills
did as well on tests as students
with higher reading skills, if they
interacted with the material.
(Dowaliby & Lang, 1999)
Require Learner
Participation

22. Evaluate & Revise
n Often neglected – but important one
n Users’ feedback
- The expectations might be too high or
too low.
- The materials used might not have been
appropriate for the grade level or the
material might not be very motivating.
- The instructional strategy might not
have got students interesting in
participation or the strategy might have
been difficult for the teacher to manage.
- The assessment used might have
shown that students didn't learn what
they should have

23. n Evaluate students’ performance – have
they achieved the learning objectives?
n Evaluate media components – whether
they help in achieving the learning
objectives
n Evaluate instructor performance – how
does the teacher measure her
performance to see if she has been an
effective instructor?
Evaluate & Revise

24. • Formative Evaluation
• Summative Evaluation
• Attain Objectives?
• Attitude Towards Experience?
• Efficiency of Instruction?
Evaluate & Revise

25. References
n Heinich, Robert et.al. (2002). Instructional Media and
Technologies for Learning, 7th Edition, Prentice-Hall;
n Gagne, RM, Briggs, L.J., & Wager, W.W. (1992) Principles of
n Instructional Design, 4th Edition Harcourt Brace Jovanovich
Diamond, Robert M. Designing and Improving Courses and Curricula
in Higher Education. San Francisco, Jossey-Bass, 1989.
Dale, Edgar. Audio-Visual Methods in Teaching, 3rd ed., Holt,
Rinehart & Winston, New York, 1969, p. 108
Bruner, Jerome S. Toward a Theory of Instruction, Harvard University
Press, Cambridge, MA, 1966, p. 49

26. Thank you
n You are not a bad teacher if a
lesson does not work. You are a
bad teacher if you don't reflect
upon your lessons and work on
revising elements of the lesson
until your students become
successful learners.

27. Homework for Next Week
1) Select a song and present 1 minute of
it in class (original, modified or cover)
2) Write an ASSURE Lesson Plan of a
small topic for a kindergarten lesson.