The document discusses the ASSURE model for developing, using, and organizing resources within a specialist area. The ASSURE model consists of the following steps: (1) Analyze learners to understand their characteristics and needs, (2) State clear learning objectives, (3) Select and adapt appropriate resources, (4) Use the resources while requiring learner participation, and (5) Evaluate the resources and learning process then revise as needed. The document also discusses factors that influence resource choice like learner level, age, motivation, prior experience, and learning styles. It emphasizes the importance of setting objectives based on Bloom's Taxonomy and preparing resources using the "5 Ps": preview, prepare, prepare environment, prepare learners, and

1. Developing, Using and Organising
Resources Within a Specialist Area
Unit 506
L5 Diploma in Education and Training

2. “Choosing, Using & Evaluating”
A •Analyse learners / students
S •State objectives
S •Select resources
U •Use resources
R •Require learner / student participation
E •Evaluate and reviseHeinich et al. (1999)

3. The ASSURE model unpicked
• Analyse:
– Knowing your learners is the key to planning and
preparing effective TLA resources.

4. Thinking Point
• How do the following factors influence your
choice of resources:
Level Age Motivation
Previous
learning
and
experience
Learning
styles

5. The ASSURE model unpicked (2)
• State Objectives:
– Be clear about why you are using the resources
you have created, and what you want the learners
to know or be able to do.
– What are your learning outcomes?
– How will student know they have achieved them
by using the resource?

6. Thinking Point
• Can you recall Bloom’s Taxonomy?
• How do we all use the taxonomy in our classrooms?
• Using objectives based on Bloom’s Taxonomy will
help you define the learning experience and
appropriate resources.

7. The ASSURE model unpicked (3)
• Select & Use Resources – the ‘5 Ps’:
– Preview the materials
• (Suitability? Appropriate? SPG/Typos?)
– Prepare the materials
• (Structured part of session? Planned in advance?)
– Prepare the environment
• (Equipment, chemicals, machinery, DVD sound?)
– Prepare the learners
• (Linked to the objectives? Why are we using it?)
– Provide the learning experience
• (Actually use it!)

8. • Require learner participation:
– Active, not passive;
– Stimulate and motivate;
– e.g. Powerpoint should leave spaces for students
to respond and offer ideas, to interact.
• Evaluate and revise:
– Refine and improved after use, student feedback
– Can learners now do what you wanted them to?
The ASSURE model unpicked (4)
Learning
Cycle???

9. Examples (Wiring a Plug)
• Take a critical look at the three example
resources provided.
• How do they rate in terms of:
• How would you adapt them?
Accessibility Inclusivity
Assessment
for / of
Learning
Adaptability
Equality &
Diversity