This document outlines the ASSURE model for planning instruction using media. The 6 steps are: 1) Analyze learners, 2) State objectives, 3) Select media and materials, 4) Utilize materials, 5) Require learner performance, and 6) Evaluate. Key aspects include analyzing learner characteristics and skills, writing clear and measurable objectives, selecting appropriate media based on objectives and learners, practicing effective presentation techniques, providing opportunities for learner participation, and evaluating outcomes to improve future instruction.

2. Is a procedural guide for planning and
delivering instruction that incorporates
media, assumes that training or instruction
really is required.
Assure Model

3. “ ASSURE ” STANDS FOR:
• ANALYSE LEARNERS
• STATE OBJECTIVES
• SELECT MEDIA AND MATERIALS
• UTILIZE THE MATERIALS
• REQUIRE LEARNER PERFORMANCE
• EVALUATE

5. • 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.
ANALYSE LEARNERS

6. ANALYSE LEARNERS
• 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. ANALYSE LEARNERS
• Even a superficial analysis of learner
characteristics can provide helpful leads in
selecting instructional 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.
(1) General Characteristics (of the learners)

8. ANALYSE LEARNERS
(2) 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.

9. STATE OBJECTIVES
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.

10. 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
textbook, taken from a curriculum guide, or
developed by the instructor.

11. STATE OBJECTIVES
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. STATE OBJECTIVES
(1) 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 stating whose capability is going to
be changed

13. STATE OBJECTIVES
(2) Behaviour
• 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. STATE OBJECTIVES
(2) Behaviour
What will the learner be able to do after
completing instruction?
Vague terms such as know,' understand, and
appreciate do not communicate your aim ' clearly.
Better are define, categorize, and demonstrate,
which denote observable performance.

15. STATE OBJECTIVES
(3) Conditions
• A statement of objectives should include the
conditions under which performance is to be
observed, if such conditions are relevant

16. STATE OBJECTIVES
(4) 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
quantitative terms.

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

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

19. SELECT MEDIA AND MATERIALS
Choosing a Media Format
• a very complex task because of the following:
vast array of media available, the infinite variety
among learners, and the objectives to be
pursued.

20. SELECT MEDIA AND MATERIALS
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)

21. SELECT MEDIA AND MATERIALS
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

22. SELECT MEDIA AND MATERIALS
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

23. SELECT MEDIA AND MATERIALS
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.

24. SELECT MEDIA AND MATERIALS
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.

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

26. SELECT MEDIA AND MATERIALS
Designing New Materials
• certain basic considerations must be taken
into account when designing new materials.
For example:
- Objectives - Equipment
- Audience - Facilities
- Cost - Time
- Technical Expertise

27. UTILIZE THE MATERIALS
• To get maximum learning impact from your
presentation, you must follow certain
utilization procedures

28. UTILIZE THE MATERIALS
• previewthe materials,
• practice the presentation,
• prepare the environment,
• prepare the audience, and present.

29. UTILIZE THE MATERIALS
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.

30. UTILIZE THE MATERIALS
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.“

31. UTILIZE THE MATERIALS
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.

32. UTILIZE THE MATERIALS
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.

33. 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 participation
in the learning process by
the learner enhances
learning.

34. REQUIRE LEARNER PERFORMANCE
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.

35. EVALUATE
• 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.

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

37. EVALUATE
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.