The document describes the ASSURE model of instructional design. ASSURE is an instructional systems design (ISD) process modified for use by teachers in the classroom. It incorporates Robert Gagne's events of instruction to ensure effective use of media in instruction. The steps are: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies, technology, media and materials, 4) Utilize technology, media and materials, 5) Require learner performance, 6) Evaluate and revise. The model provides a systematic approach for teachers to design lessons that meet learners' needs and help them achieve learning objectives through strategic use of appropriate materials and technology.

1. ASSURE
ModelMuhammad Munsif
munsifsail@gmail.com
Learning Technology For Classroom
Teacher

2. Content Table
 Overview of instructional
technology term
 What is instructional system design
 Instruction development
 Assure model and Acronym
 A model to help ASSURE learning
3/8/2020

3. Instructional technology
systemic and systematic application of
strategies and techniques derived from
behavioral, cognitive, and constructivist
theories to the solution of instructional
problems.
3/8/2020

4. Instructional design
systematic development of instructional
specifications using learning and instructional
theory to ensure the quality of instruction.
3/8/2020

5. Instruction development
process of implementing the design plan.
3/8/2020

6. ASSURE model
 is an ISD (Instructional Systems
Design) process that was modified to be
used by teachers in the regular
classroom

7. The ISD process
is one in which teachers and trainers
can use to design and develop the most
appropriate learning environment for
their students

8. The ASSURE model
incorporates Robert Gagne's events of
instruction to assure effective use of
media in instruction.

9. A — Analyze learners
looking at the learner in detail.
 teachers must
assess their students'
knowledge and skills

10. S — State standards & objectives
refers to knowing the intended
outcomes or expectations
Performance of
Objectives

11. Set of Objectives
Audience
Behavior
Condition
Degree

12. Ex.
Objective: The student will be able to
identify with 95% accuracy, the subject
and the verb in sentences contributed by
peers and written on the board.

13. S —Select strategies, technology,
media & materials

14. Projected
Visuals
still images are enlarged and displayed on a
screen .
Types of projected visuals that we can use
in the classroom.
software,
digital visuals and
document cameras

15. Non-
Projected
Visuals
The most common type of visuals found
in a classroom;
Models
Board Games
pictures
Story Map
Graphic Organizer

16. Print
Textbooks and Reference Books
Imaginative Literature
Programmed Literature
Periodicals

17. Workshop
Worktext or Workbook
Module
Teacher Resource Material

18. ICT
Radio Television
Telephony
•Landlines
•Cellular/mobile
phones
Computers
Internet/Web-based
IMs

19. U — Utilize technology, media & materials
How will the students used the materials?
Preview the materials and practice
the lesson
•Teacher acts as
facilitator of learning

20. Require Learner Performance
Learners need to practice what they
have learned.
Correct responses should be reinforced.
Note: There should be
activities included in the
lesson or that allow learners
to respond and receive
feedback before any type of
evaluation is administered.

21. Evaluate and Revise
After manipulation/utilization of IMs
• Did the learners meet the objectives?
• Did the media/materials assist the
learners in reaching those objectives?
• Could all learners use
the materials properly?
• Make appropriate
revisions before making the
lesson again.

22. Thank
You