1. ASSURE
Joy Padua
Aika Parlan
Ann Tipon

2. Assure Model
• Is a procedural guide for planning and
delivering instruction that incorporates
media, assumes that training or instruction
really is required (e.g., students don’t know
how to use the new laboratory microscopes,
or assembly line workers must learn to
handle safely the toxic materials they work
with).

3. ASSURE STANDS FOR:
• ANALYZE LEARNERS
• STATE OBJECTIVES
• SELECT MEDIA AND MATERIALS
• UTILIZE MATERIALS
• REQUIRE LEARNER PERFORMANCE
• EVALUATE/REVISE

4. THE ASSURE METHOD

5. ANALYZE LEARNERS
• The first step in planning is to identify the
learners.
• Your learners may be:
– be students, trainees, or members of an
organization such as a Sunday school, civic club,
youth group, or fraternal organization.

6. • You must know your students to select the
"best" medium to meet the objectives.
• The audience can be analyzed in terms of (1)
general characteristics and (2) specific entry
competencies—knowledge, skills, and
attitudes about the topic

7. General Characteristics (of the
learners)
• Even a superficial analysis of learner
characteristics can provide helpful leads in
selecting instruc-tional methods and media.
• CHARACTERISTICS OF THE LEARNERS DEPEND:
-reading skills, ethnic or cultural subgroup,
learner’s apathy, social background and etc.
• The more advanced have a sufficient base for
using audiovisual or even verbal materials.

8. Specific Entry Competencies
• At the beginning, you have to assume that the
learners lack the knowledge and skills
• But they possess the knowledge or skills
needed to learn and understand from the
lesson.
• In reality, these assumptions are often
mistaken.

9. STATE OBJECTIVES
• The next step is to state the objectives as
specifically as possible.
• The objectives may be derived from a needs
assessment or a course syllabus, stated in a
text-book, taken from a curriculum guide, or
developed by the instructor.

10. OBJECTIVES SHOULD BE STATED IN
TERMS OF:
• what the learner (audience) will be able to do
as a result of instruction (behavior).
• The conditions under which the student or
trainee is going to perform and the degree of
acceptable performance should be included.

11. The ABCDs of Well-Stated Objectives
1. A well-stated objective starts by naming the
Audience of learners for whom the objective is
intended.
2. It then specifies the Behavior or capability to be
learned and
3. the Conditions under which the capability
would be observed.
4. specifies the Degree to which the new skill must
be mastered—the standard by which the
capability can be judged.

12. Audience
• focus on what the learner is doing, not on
what the teacher is doing.
• Learning is most likely to take place when the
learner is active— mentally processing an idea
or physically practicing a skill.
• not what the teacher does, the objective
begins by stat-ing whose capability is going to
be changed

13. Behavior
• . The heart of the objective is the verb
describing the new capability that the
audience will have after instruction.
• This verb is most likely to communicate your
intent clearly if it is stated as an observable
behavior.

14. What will the learner be able to do
after completing instruc-tion?
• Vague terms such as know,' understand, and
appreciate do not communicate your aim '
clearly. Better are define, catego-rize, and
demonstrate, which denote observable
performance.

15. Conditions
• A statement of objectives should include the
conditions under which perfor-mance is to be
observed, if such conditions are relevant

16. Degree
• The final requirement of a well-stated
objective is to indicate the standard by which
acceptable performance will be judged
• Includes: What degree of accuracy or
proficiency must the learner display? Whether
the criteria are stated in qualitative or
quantita-tive terms

17. CLASSIFICATION OF OBJECTIVES
• An objective may be classified according to the
primary type of learning outcome at which it is
aimed.
• Although there is a range of opinion on the best
way to describe and organize the subsets, three
categories, or "domains," of learning are widely
accepted: cognitive, affective, and motor skills.
• To these we add a fourth—interpersonal skills—
which addresses important skills neglected in the
other domains.

18. Cognitive-learning involves the whole array
of intellectual capa-bilities, from simple
factual recall to the generation of new
theories.
• Affective learning involves feel-ings and
values. Objectives in the affective domain may
range from stimulating interest in a school
subject to encouraging healthy social attitudes
to adopting a set of ethical standards.

19. Motor skill
• learning involves athletic, manual, and other
such physical skills. Objectives in the motor
skill domain include capa-bilities ranging from
simple mechanical operations to those
entailing-sophisticated neuromuscular
coordination and strategy, as in competitive
sports.

20. Interpersonal skills
• learning involves interaction among peo-ple.
These are people-centered skills that involve
the ability to relate effectively with others.,
• Examples include teamwork, counseling
techniques, adminis-trative skills,
salesmanship, dis-cussion activities, and
customer relations.

21. The cognitive Domain
• proposed by Bloom envisioned a rather
orderly progression from simple to complex
mental abilities.
• Research suggests that the cogni-tive domain
incorporates at least three qualitatively
different types of capabilities, not a single
sim-ple-to-complex continuum.

22. COGNITIVE DOMAIN INCLUDES:
• Verbal/visual information
• Intellectual skills:
– Discrimination: to be able to distinguish between
two different stimuli, that is, to see the difference
between physically similar objects
– Concept learning: classifying things or ideas into
cat-egories on the basis of some shared attributes.

23. •Cognitive Strategies
• the internal "control processes" that govern
the learner's ability to visualize, think about,
and solve problems.
• The sophistication of our cognitive strate-gies
determines how cre-atively, fluently, or
critically we will be able to think.

24. The Affective Domain
• The affective domain is organized according to
the degree of internalization

25. the degree to which the attitude or value has
become part of the individual are the following:
• 1. Receiving: being aware of and willing to pay
attention to a stimulus (listen or look) (e.g.,
The student will sit quietly while the teacher
reads Long-fellow's Paul Revere's Ride.).
• 2. Responding: actively participat-ing, reacting
in some way • (e.g., The student will ask
questions relating to Paul Revere's Ride.).

26. • 3. Valuing: voluntarily displaying - an
attitude, showing an interest (e.g., The student
will ask to read another story or poem about Paul
Revere.).
• 4. Characterization: demonstrat-ing an internally
consistent value system, developing a
characteristic lifestyle based upon a value or
value system (e.g., The student will devote a
percentage of his or her free time to studying
American history.)

27. The Motor Skill Domain
• The motor skill domain may be seen as a
progression in the degree of coordination
required

28. The following degrees are:
• 1. Imitation: repeating the action shown (e.g.,
After viewing the film on the backhand tennis
swing, you will demonstrate the swing with
reasonable accuracy.).
• 2. Manipulation: performing independently
(e.g., Following a practice period, you will
demonstrate the backhand ten-nis swing,
scoring seven of the ten points on the
performance checklist.)

29. 3.Precision: performing with accuracy (e.g., You will
dem-onstrate an acceptable back-hand tennis
swing, returning successfully at least 75 percent
of practice serves to the back-hand.).
4. Articulation: performing unconsciously,
efficiently, and harmoniously, incorporating
coordination of skills (e.g., During a tennis match,
you will execute the backhand stroke effectively
against your opponent, returning nine out of ten
of all types of shots hit to the backhand side.).

30. Types of Interpersonal Skills Learning
• 1. Seeking/giving information: asking
for/offering facts, opin-ions, or clarification
from/to another individual or individu-als
(e.g., You will ask your supervisor about the
meaning of a new work rule.).
• 2. Proposing: putting forward a new concept,
suggestion, or course of action (e.g., You will
make a job enrichment sugges-tion to your
supervisor.).

31. • 3. Building and supporting: extending,
developing, and enhancing another person, his or
her proposal, or concepts (e.g., In a departmental
meet-ing you will suggest an amend-ment to
someone's motion.).
• 4. Shutting out/bringing in: excluding/involving
another group member from/into a conversation
or discussion (e.g., In a departmental meet-ing
you will ask a quiet mem-ber to give his or her
ideas.).

32. 5.Disagreeing: providing a con-scious, direct
declaration of dif-ference of opinion, or criticism
of another person's concepts (e.g., During a
lunchroom dis-cussion you will defend a new
work rule against a colleague's attack.).
6. Summarizing: restating in a compact form the
content of previous discussions or consid-erations
(e.g., Before giving your comments in a
depart-mental meeting you will sum-marize the
arguments that have been presented.).

33. Objectives and Individual Differences
• Objectives in any of the domains just
discussed may, of course, be adapted to the
abilities of individ-ual learners. The stated
philoso-phy of most schools and colleges is to
help students fulfill their full potential, not to
produce clone-like replications of a standard
mold.

34. SELECT MEDIA AND MATERIALS
• A systematic plan for using media
demands that the media be selected
systematically at first.

35. The selection process has two stages:
• (1) choosing an appropriate media format and
• (2) selecting, modifying, or designing the specific
materials within that format.

36. Choosing a Media Format
• a very complex task because of the following:
vast array of media available, the infinite variety
among learn-ers, and the objectives to be
pursued.

37. Media selection models- these are
different formulas proposed to
simplify the task.
• Media selection models are usually
in the form of flowcharts or
checklists.

38. Things to consider in media selection
models:
• instructional situation or setting (e.g., large-
group, small-group, or self-instruction),
• learner variables (e.g., reader, nonreader, or
auditory preference)

39. and the nature of the objective (e.g., cognitive,
affective, motor skill, or interpersonal) must be
considered against the presentational
capabilities of each of the media formats (e.g.,
presenting still visuals, motion visuals, printed
words, or spoken words).
• Some models also take into consideration the
capability of each format to give feedback to
the learner

40. Reiser and Gagne model
• This model is one of the most recent and
comprehensive model.

41. How does it work?
• The user is first asked to specify the
instructional setting, which includes both the
grouping arrangement and one major learner
variable—reader versus nonreader.
• The choices of setting are as follows:
instructor with readers, instructor with
nonread-ers, self-instruction with nonread-
ers, and central broadcast.

42. Within each of these settings the user
then specifies what objective is being
pursued.
• This decision leads to a short list of
"candidate" media.

43. However…
• the Reiser and Gagne model ignores all
learner charac-teristics except reading ability;
it ignores such settings as tutorial and small
group; it ignores or downplays such media
formats as simulation, gaming, manipulative
materials (tactile), and direct immersion
experiences (kinesthetic).

44. Obtaining Specific Materials: Select,
Modify, or Design?
• Once you decided what media format suits
your objectives the next thing that you should
consider is in finding specific materials to
convey the lesson

45. Selecting Available Materials
• The majority of instructional materials used by
teachers and trainers are "off the shelf"—that
is, ready-made and available from school,
district, or company collections or other easily
accessible sources.

46. Survey of Sources
• Your first step might be to survey some of the
published media reference guides to get a
general idea of what is available.

47. Unfortunately, no single comprehensive guide
exists to all audiovisual materials available in all
media formats in all subjects; you may have to
con-sult several sources for a given problem.
• NICEM (National Information Center for
Educational Media)- One of the more
comprehensive sources set of indexes

48. The NICEM indexes are arranged
according to
• The Instructor's Personal File.
– Every instructor should develop a file of media
references and appraisals for personal use. This
personal file card need not be as detailed as the
appraisal form.
– Records instructional strengths and weaknesses

49. Modifying Available Materials
• If you cannot locate any suitable materials you
can always modify what is available.
• This can be both challenging and creative.

50. Designing New Materials
• certain basic considerations must be taken into
account when designing new materials. For
example:
-Objectives—What do you want your students to
learn?
-Audience—What are the characteristics of your
learners? Do they have the prerequisite
knowledge and skills to use and/or learn from the
materials?

51. • Cost—Is sufficient money avail-able in your
budget to meet the cost of supplies (film, audio-
tapes, etc.) you will need to prepare the
materials?
• Technical expertise—Do you have the necessary
expertise to design and produce the kind of
materials you wish to use? If not, will the
necessary technical assistance be available to
you? (Try to keep your design within the range of
your own capabili-ties. Don't waste time and
money trying to produce slick professional
materials when simple inexpensive products will
get the job done.)

52. • Equipment—Do you have avail-able the
necessary equipment - - to produce and/or
use the
• materials you intend to design?
• Facilities—If your design calls for use of
special facilities for prep-aration and/or use of
your materials, are such facilities available?
• Time—Can you afford to spend whatever time
may be necessary to design and produce the
kind of materials you have in mind?

53. UTILIZE MATERIALS
• 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

54. • preview the materials,
• practice the presentation,
• prepare the environment,
• prepare the audience,
• and present.

55. Preview the Materials
• No instructional materials should be used
blind
• During the selection process you should have
determined that the materials are appropriate
for your audience and objectives.

56. Practice the Presentation
• After previewing the
materials, you should
practice your portion of
the presentation.
• However, do not over
practice, or the
presentation will sound
"canned.“

57. Prepare the Environment
• Wherever the presentation is to take place—
classroom, auditorium, meeting room, or
whatever—the facilities will have to be put in
order.
• Utilization of many media requires a darkened
room, a convenient power supply, and access
to light switches.

58. Present the Material
• This is what you've been
preparing for, so you
will want to make the
most of it. Our term for
this is showmanship.
• instructor should be
able to direct attention
in the classroom.

59. REQUIRE LEARNER PERFORMANCE
• THE fifth step in the
ASSURE model is to
provide opportunities for
learners to practice the
capability being taught.
• Educators have long
realized that participa-tion
in the learning process by
the learner enhances
learning.

60. PROPOSITIONS:
• John Dewey urged reorganization of the
curriculum and instruction to make student
participation a central part of the process.
• behavioral psychologists such as B. F. Skinner
demonstrated that instruction providing for
constant reinforcement of desired behaviors is
more effective than instruction in which
responses are not reinforced.

61. EVALUATE/REVISE
• THE final component of our ASSURE model for
effective learning
• most frequent type of evaluation is the paper-
and-pencil test
• The most frequent thought of purpose is to
measure student achievement.

62. Three purposes of evaluation
• evaluation of
learner
achievement,
• evaluation of
media and
methods,
• and evaluation of
the instructional
process.

63. Evaluation of Learner Achievement
• The method of evaluating achievement
depends on the nature of the objective.
• Objectives that focuses on cognitive skills for
example, distinguishing adjectives from
adverbs, describing a company's absence
policy lend themselves to conventional
written tests or oral examinations.

64. Evaluation of Media and Methods
• Evaluation also includes assessment of
instructional media and methods.
• Particularly after first use, instructional
materials need to be evaluated to determine if
future use, with or without modification, is
warranted. The results of your evaluation
should be entered on your personal file form.

65. Evaluation of the Instructional Process
• Although ultimate evaluation must await
completion of the instructional unit,
evaluation is an ongoing process.
• Evaluations are made before, during, and after
instruction.

66. Revision
• The final step of the
instructional cycle is to sit back
and look at the results of your
evaluation data gathering.
• If your evaluation data indicate
shortcomings now is the time to
go back to the faulty part of the
plan and revise it.
• The model works, but only if you
use it to upgrade the quality of
your instruction constantly.

67. • THANK YOU