ASSURE MODEL
Assure model is
a procedural guide for planning and conducting instruction that incorporates
media and technology. It focuses on
planning surrounding the actual classroom use of media and technology.
A. ANALYZE
LEARNERS
If
instructional media and technology are to be used effectively, there must be a
match between the characteristics of the learner and the content. Several
factors, however are critical for making good methods and media decision:
1.
General Characteristics : Include
broad identifying description, such as age, grade level, job or position, and
cultural or socioeconomics factors.
·
If learner apathy toward
the subject matter is a problem, consider using a highly simulating
instructional approach
·
Learners entering a new
conceptual area for the first time may need more direct, concrete kinds of
experiences
·
Heterogeneous groups may
profit from an audiovisual experience
·
For instruction dealing
with a familiar audience, analysis of general characteristics will be something
given.
2. Specific
Entry Competencies
There will be an assumption that the learners are lack
of knowledge or skills. But, the assumption is often mistaken. The assumption
that learners have the prerequisite knowledge or skill to begin the lesson can
seldom be accepted casually in school settings. These realizations suggest that
instructors must verify assumption about entry competencies through informal
means or more formal means.
3. Learning
Style
Learning style refers to A
cluster of psychological traits that determine how an individual perceives,
interacts with, and responds emotionally to learning environments. Gardner (1993) identified seven aspects; subsequently
revise to nine: 1) verbal/linguistic, 2) logical and mathematical (scientific)
3) visual or spatial, 4) musical/rhythmic, 5) bodily or kinesthetic 6)
interpersonal 7) intrapersonal
8)naturalist 9)existentialist . Learning
style variables discussed in the literature can be categorized as perceptual
preferences and strengths, information processing habits, motivational factors,
and psychological factors.
a. Perceptual
Preferences And Strength
Learners
vary as to which sensory gateways they prefer using and which they are
especially adapt to using. The main gateways include auditory, visual, tactile,
and kinesthetic.
b. Information
Processing Habits
This
category included a range of variables related to how individuals tend to
approach the cognitive processing of information.
c.
Motivational Factors
Motivation is an internal
state that leads people to choose to work towards or against certain goals and
experience. Motivators can be categorized as either intrinsic motivators and
extrinsic motivators. Intrinsic motivators are generated by aspect of
experience of task itself. Extrinsic motivators are generated by factors not
directly related to experience or task. A helpful approach to describing
students motivation is Keller’s (1987) whose describes four essential aspects
of motivation
1) Attention refer to whether students perceive the
instruction as interesting and worthy of their consideration
2) Relevance refer to whether the students perceive the
instruction as meeting some personal need or goal
3) Confidence refer to whether students expect to succeed
based on their own efforts
4) Satisfaction refer to the intrinsic and extrinsic
rewards students receive from the instruction
d.
Psychological
Factors
Factor related to gender
differences, health, and environmental conditions are among the most obvious
influences of the effectiveness of learning. Teachers who have prescribed
individual learning programs based on analysis of these factors feel that they
have practical value in improving academic achievement, attitude, and
discipline.
B. STATE OBJECTIVE
An objective is a statement of what will be achieved,
not how it will be achieved
Your satetement of
objectives should be as specific as possible
Why
should you state instructional objectives?
•
You must know your
objectives in order to make appropriate selection of methods and media
•
Your objectives will,in
sense, guide your sequence of learning activities and your choice of media.
•
Knowing your objectives
will also commit you to create a learning environment in which the objectives
can be reached.
•
To help ensure proper
evaluation
C.
SELECT METHODS, MEDIA AND MATERIAL
A
systematic plan for using media amd
technology certainly demands that the methods, media and material be selected
systematically in the first place.
1.
Choosing a method
Method is particular form
of procedure for accomplishing or approaching something. A systematic or
established one.
2.
Choosing a media format
A media format is physical
form in which a message is incorporated and displayed. Types of media format : Ro:
Real Object (models), T:
Printed Text ( handouts, books, computer screen ), CB:
Chalkboard or Whiteboard, OT : overhead transparancies, SL: Slides, V :
Video ( tape, disc, television ), G:
Grapichs ( photos, chart, diagrams ), A:
Auido ( tape. CD ), CS:
Computer Software.
3.
Obtaining specific Materials
Obtaining
appropriate materials will generally involve one of three alternatives. They
are selecting available materials,
modifying existing materials, and designing
new material.
4.
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 accesible resources.
a. Involving
the Media/Technology Specialist
b. Surveying
the sources
c. Selection
Criteria
5.
Modifying Existing Materials
If you cannot locate
entirely suitable materials and media off the shelf you might be able to modify
what is available. This
be both challenging and creative.
6.
Designing New Materials
It is easier and less
costly to use available materials, with or without modification, than to start
from scratch. Ther is a seldom justification for reinventing the wheel.
·
Objectives : what do you want your students to learn ?
·
Audience : what are the characteristic of your learners ?
·
Cost : is sufficient money available in your budget to
meet the cost of supplies ?
D. UTILIZE MEDIA AND MATERIALS
1.
Preview the Materials
The teacher previews all the
Websites under the resource section of the student WebQuest. Also, the student
produced PowerPoint presentations, videos, play scripts, and audio materials,
before allowing them to present before the class.
2.
Prepare the Materials
The teacher prepares student WebQuest page, handouts, and
rubrics using MSWord software. The teacher makes sure that the necessary
equipment is working and accessible for the students to use. The equipment
available will be available in the classroom: video camera, digital camera, DVD
player, CD burner, tape recorder, computers, TV monitor, projector, large
screen, and blank video cassettes, audio tapes and CD’s.
3.
Prepare the Environment
The classroom will always be set up for small teamwork. There
is a mini lab in the classroom with six computers. One computer will be
assigned to each team for their use. The teams will take turns to plan, create
or rehearse their presentation in the classroom. During this time the rest of
the teams will have access to the computer lab to work on their individual
reports.
4.
Prepare the Learners
To prepare the students, the teacher presents the overall
plan and objectives for the lesson. Each student receives a handout of the
student WebQuest page, the Committee’s Journal, the Individual Reports rubric,
the Final Written Report rubric, and the Presentation rubric. The teacher
conducts a whole class discussion each one of the evaluations guidelines using
the large screen projector with the teacher’s laptop computer.
5.
Provide the learning Experience
During the introductory phase of this unit, the teacher
presents materials using a laptop computer and the large screen projector. The
only place for the projector is at the center of the room over a tall cart
attached to the teacher’s laptop computer. The large screen is right in front
and center of the class.
E. REQUIRE LEARNER PARTICIPATION
Educators
who realize active participation in learning, will enhance learning activities.
According to John Dewey in the 90's, he stated the participation. Subsequent
developments emerged cognitive learning theory that emphasizes mental
processes, also supports active participation. The behaviorist shirt suggests
that individuals must do something, so learning is a process to try various
behaviors with pleasant results. With this approach, the learning designer must
find a way for the learner to do something. From the point of view of cognitive
psychology it is suggested that students build a schematic when their brain
actively remembers or applies some concepts or principles. Constructivists like
behaviorists also view learning as an active process. But the emphasis is
different. Constructiveistic flow emphasizes mental processes, not physical
activities. The role of students is the most important thing in KBM. Gagne
argues that effective learning can occur if students are involved and have
participation in it.
To
be effective, teaching should require mental active involvement. It is
recommended that the activity that occurs allows students to apply new
knowledge or abilities and receive feedback. In practice, it can involve
student independence, computer-assisted teaching, internet activities or group
work.
F. EVALUATE AND REVISE
While the final step is to evaluate and revise. After carrying out classroom learning, it is important to evaluate the impact of activities that have taken place on students. Assessments should not examine the degree to which students can achieve learning goals, but also examine the entire teaching process and the impact of using technology and media. It can be matched between learning goals and student learning outcomes.
There are
a number of things that will be evaluated and revised, including assessment of
Learner Achievement, Evaluation of methods and media, and revision.
1.
Assessment
of Learner Achievement
The
first evaluation of learning outcomes is authentic, that is, requiring students
to use processes that match the content with how the content is used in the
real world. In the Computer-Based Learning Design course, we will evaluate how
the ability of students to design computer-based learning uses four introduced
learning models. This authentic assessment will be supported by the portfolio
possessed by the learners during the learning process, be it group assignments,
personal assignments and computer-based learning design designs. The portfolio
made by students describes student achievement related to analysis, synthesis
and evaluation. Because of this blended learning, there are also electronic
portfolios and traditional portfolios. The electronic portfolio is submitted in
the form of a burned CD and traditional portfolio in the form of a printout.
Types
of authentic assessments include the following: Student
projects such as writing assignments; Performance such as giving speeches, or
demonstration; Oral
questioning by both teachers and other students; Discussions
of controversial topics and current events; Portfolios,
including student work with summaries and reflections.
Learner evaluation is carried out
in four ways, namely through yourself, students, colleagues and administrators.
With yourself it is done by making audio recordings or videos containing
learning activities. From audio and video obtained, learners can learn all
activities and improve themselves.
Students
can also be asked to make an assessment by giving suggestions and input.
Likewise with colleagues, colleagues can monitor during the learning activities
and ask for suggestions for improvement. And with the help of the administrator
it can also be done, namely by means of administrators visiting classes and
giving input to learners who have carried out learning activities.
2.
Evaluation
of Methods and Media
Secondly
evaluating strategy, technology and media will be carried out by conducting
surveys and observations. The survey was conducted by sharing a list of
questions in the form of students' opinions on the strategies, technology and
media used. While observations are used to directly see student feedback from
the strategy, technology and media used.
3.
Revisions
This is a video about the implementation of ASSURE model to help teachers in lesson planning. :)
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