Lesson 5 Assure Model

EDTECH 1
MIDTERM
TECHNOLOGY FOR TEACHING
AND LEARNING 1
BY: LEOMAR C. BIÑAS LPT, M.Ed
PPT CREATED BY: LEOMAR C. BIÑAS

OPENING PRAYER
Heavenly Father and Your Beloved Son Jesus Christ,

Thank you for another life to enjoy, another day to
learn, and a new set of things we will experience.
As we go through our lessons today, may You let us be
instruments to do good things.
Help us be obedient, honest, and kind to one another.
Please bless our teachers, our school, and the
students.
In Jesus’ name. Amen.

ATTENDANCE CHECK

LET’S REVIEW

What is technology for
SPIN
learning?

What is Cooperative
SPIN learning?
Enumerate its advantages
and limitations.

Why should you integrate
SPIN
game on your lesson?

SPIN How does simulation
eliminate risk?

What is technology for
SPIN learning?

What is Cooperative
SPIN learning?
Enumerate its advantages
and limitations.

Why should you integrate
SPIN game on your lesson?

How does simulation
SPIN eliminate risk?

LESSON 5 THE ASSURE MODEL

A S S U R E
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ANALYZE STATE UTILIZE EVALUAT
MEDIA & LEARNER
LEARNER OBJECTIV MATERIA E/
MATERIA PERFOR
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LS MANCE
MODEL
THE ASSURE MODEL
• The ASSURE model, 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).
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THE ASSURE MODEL
• The ASSURE model focuses on planning surrounding the

actual classroom use of media and is meant for use by the
individual instructor for planning everyday classroom use of
media.
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THE ASSURE MODEL
• The first step in planning is to

identify the learners. Your learners
may be students, trainees, or
members of an organization such
as a Sunday school, civic club,
youth group, or fraternal
organization.
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THE ASSURE MODEL
• 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.
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THE ASSURE MODEL
• General
Characteristics
• Specific Entry
Competencies
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THE ASSURE MODEL
• 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.
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THE ASSURE MODEL
• Wherever they come from, they

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.
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THE • A well-stated objective starts by

naming the Audience of learners
ABCDS for whom the objective is
intended.
OF • It then specifies the Behavior or
WELL-STATED capability to be learned and the
Conditions under which the
OBJECTIVES capability would be observed.
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THE
• Finally, it specifies the Degree to
ABCDS which the new skill must be
mastered—the standard by which
OF the capability can be judged.
WELL-STATED Writing useful objectives can be as
easy as ABCD!
OBJECTIVES
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THE ABCDS OF WELL-STATED OBJECTIVES
AUDIENCE BEHAVIOR CONDITION DEGREE
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THE ASSURE MODEL
• CLASSIFYING objectives is much

more than an academic exercise
for educational psychologists.
CLASSIFICATION • It has practical value because the
OF OBJECTIVES selection of instructional methods
and media depends on what type
of objective is being pursued, and
so does the choice of evaluation
instruments.
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THE ASSURE MODEL
• An objective may be classified

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

CLASSIFICATION interpersonal skills— which
addresses important skills
OF OBJECTIVES neglected in the other domains.
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CLASSIFICATION OF OBJECTIVES
COGNITIVE AFFECTIVE MOTOR SKILL INTERPERSONAL
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• The original classification scheme for the

cognitive domain proposed by Bloom*
envisioned a rather orderly progression from
simple to complex mental abilities.
• Research over the past three decades suggests
that the cognitive domain incorporates at least
COGNITIVE three qualitatively different type of capabilities,
DOMAIN not a single simple-to-complex continuum.
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• Gagne's* categories are widely accepted

among instructional designers:
1. Verbal/visual information
2. Intellectual skills
COGNITIVE 3. Cognitive Strategies
DOMAIN
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THE ASSURE MODEL
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THE ASSURE MODEL
• The affective domain is organized according to

the degree of internalization—the degree to
which the attitude or value has become part of
the individual:
AFFECTIVE
DOMAIN
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• 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.).
AFFECTIVE
DOMAIN
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• 2. Responding: actively participating, reacting

in some way • (e.g., The student will ask
questions relating to Paul Revere's Ride.).
AFFECTIVE
DOMAIN
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THE ASSURE MODEL
• 3. Valuing: voluntarily displaying - ,an attitude,

showing an interest (e.g., The student will ask to
read another story or poem about Paul
Revere.).
AFFECTIVE
DOMAIN
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THE ASSURE MODEL
• 4. Characterization: demonstrating 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.).
AFFECTIVE
DOMAIN
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THE ASSURE MODEL
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THE ASSURE MODEL
• The motor skill domain may be seen as a

progression in the degree of coordination
required:
MOTOR
SKILL
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• 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.).
MOTOR
SKILL
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• 2. Manipulation: performing independently

(e.g., Following a practice period, you will
demonstrate the backhand tennis swing,
scoring seven of the ten points on the
MOTOR
performance checklist.).
SKILL
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• 3. Precision: performing with accuracy (e.g.,

You will demonstrate an acceptable backhand
tennis swing, returning successfully at least 75
percent of practice serves to the backhand.).
MOTOR
SKILL
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THE ASSURE MODEL
• 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
MOTOR backhand side.).
SKILL
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THE ASSURE MODEL
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THE ASSURE MODEL
• The types of interpersonal skills can be classified

into six categories:
• 1. Seeking/giving information: asking
for/offering facts, opinions, or clarification
from/to another individual or individuals (e.g.,
INTERPERSONAL You will ask your supervisor about the meaning
SKILL of a new work rule.).
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THE ASSURE MODEL
• 2. Proposing: putting forward a new concept,

suggestion, or course of action (e.g., You will
make a job enrichment suggestion to your
supervisor.).
INTERPERSONAL
SKILL
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THE ASSURE MODEL
• 3. Building and supporting: extending,

developing, enhancing another person, his or
her proposal, or concepts (e.g., In a
departmental meeting you will suggest an
INTERPERSONAL amendment to someone's motion.).
SKILL
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THE ASSURE MODEL
• 4. Shutting out/bringing in: excluding/involving

another group member from/into a
conversation or discussion (e.g., In a
departmental meeting you will ask a quiet
member to give his or her ideas.).
INTERPERSONAL
SKILL
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THE ASSURE MODEL
• 5. Disagreeing: providing a conscious, direct

declaration of difference of opinion, or criticism
of another person's concepts (e.g., During a
lunchroom discussion you will defend a new
work rule against a colleague's attack.).
INTERPERSONAL
SKILL
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THE ASSURE MODEL
• 6. Summarizing: restating in a compact form the

content of previous discussions or
considerations (e.g., Before giving your
comments in a departmental meeting you will
summarize the arguments that have been
presented.).
INTERPERSONAL
SKILL
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THE ASSURE MODEL
• A systematic plan for using

media certainly demands that
the media be selected
systematically in the first place.
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THE ASSURE MODEL
• The selection process will be

presented here in two stages:
• (1) choosing an appropriate
media format and
• (2) selecting, modifying, or
designing the specific materials
within that format.
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THE ASSURE MODEL
• Choosing a media format can be a very

complex task, considering the vast array of
media available, the infinite variety among
learners, and the objectives to be pursued.
Over the years many different formulas have
been proposed for simplifying the task.
• They are referred to as media selection models,
CHOOSING A
and they usually take the form of flowcharts or
MEDIA FORMAT
checklists.
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THE ASSURE MODEL
• Choosing a media format can be a very

complex task, considering the vast array of
media available, the infinite variety among
learners, and the objectives to be pursued.
Over the years many different formulas have
been proposed for simplifying the task.
• They are referred to as media selection models,
CHOOSING A
and they usually take the form of flowcharts or
MEDIA FORMAT
checklists.
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THE ASSURE MODEL
• Obtaining Specific Materials: Select, Modify, or

Design
• Having decided what media format suits your
immediate instructional objective, you face the
problem of finding specific materials to convey the
lesson.
• This is certainly one of the most important problems
that instructors face, given the research finding that
OBTAINING on the average 90 to 95 percent of instructional class
SPECIFIC time is spent on activities based on the use of
MATERIALS instructional materials.
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THE ASSURE MODEL
• Obtaining Specific Materials: Select, Modify, or

Design
• Having decided what media format suits your
immediate instructional objective, you face the
problem of finding specific materials to convey the
lesson.
• This is certainly one of the most important problems
that instructors face, given the research finding that
SELECTING on the average 90 to 95 percent of instructional class
AVAILABLE time is spent on activities based on the use of
MATERIALS instructional materials.
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THE ASSURE MODEL
• Your first step might be to survey some of the

published media reference guides to get a
general idea of what is available.
• Unfortunately, no single comprehensive guide
exists to all audiovisual materials available in all
media formats in all subjects; you may have to
SURVEY consult several sources for a given problem.
OF SOURCES
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THE ASSURE MODEL
• 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.
• What you are primarily interested in recording is
THE instructional strengths and weaknesses.
INSTRUCTOR’S
PERSONAL FILE.
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THE ASSURE MODEL
• If you cannot locate entirely suitable materials

and media off the shelf, you might be able to
modify what is available.
• This can be both challenging and creative. In
terms of time and cost, it is a more efficient
procedure than designing your- own materials,
MODIFYING although type and extent of necessary
AVAILABLE modification will, of course, vary.
MATERIALS
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THE ASSURE MODEL
• It is easier and less costly to use available

materials, with or without modification, than to
start from scratch.
• There is seldom justification for reinventing the
wheel.
• However, there may be times when your only
recourse is to design your own materials. As is
DESIGNING the case with selecting from available
NEW MATERIALS materials, certain basic considerations must be
considered when designing new materials.
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THE ASSURE MODEL
• THE next step in the ASSURE

model is the one that all the
other steps lead up to and away
from: the presentation itself.
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THE ASSURE MODEL
• To get maximum learning impact

from your presentation, you must
follow certain utilization
procedures identified in formal
research and the practical
experience of several
generations of teachers:
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• In short, preview the materials,

practice the presentation,
prepare the environment,
prepare the audience, and
present.
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THE ASSURE MODEL
• In short, preview the materials,

practice the presentation,
prepare the environment,
prepare the audience, and
present.
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UTILIZE MATERIALS
PREVIEW THE MATERIALS PREPARE THE ENVIRONMENT
PRACTICE THE PRESENTATION PRESENT THE MATERIAL
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THE ASSURE MODEL
• THE fifth step in the ASSURE

model is to provide opportunities
for learners to practice the
capability being taught.
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THE ASSURE MODEL
• Educators have long realized

that participation in the learning
process by the learner enhances
learning.
• In the early 1900s, John Dewey
urged reorganization of the
curriculum and instruction to
make student participation a
central part of the process.
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THE ASSURE MODEL
• Later, 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.
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THE ASSURE MODEL
• THE final component of our

ASSURE model for effective
learning is evaluation.
• The most frequently thought of
type of evaluation is the paper-
and-pencil test; the most
frequently thought of purpose, to
measure student achievement.
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THE ASSURE MODEL
• There are, however, many

purposes of evaluation. Three
that we will discuss here are
evaluation of learner
achievement, evaluation of
media and methods, and
evaluation of the instructional
process.
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THE ASSURE MODEL
• Evaluation of Learner Achievement

• Evaluation of Media and Methods
• Evaluation of the Instructional Process
• Revision
EVALUATE/
REVISE
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Q and A

Thank you!

FOR ASYNCHRONOUS
CLASS

INDIVIDUAL ACTIVITY
“GRAPH-NOTE”
❖Create a graph of the ASSURE model.
❖Provide a short definition of every terms in ASSURE MODEL,
❖Provide an explanation of the significance of ASSURE model
in the teaching and learning process.
❖You can use CANVA or any editing software.
❖Submit your work on our Google Classroom in jpeg format.

OUTPUT NO. 1: INDIVIDUAL TASK
Criteria Exemplary Satisfactory Developing Beginning

4 3 2 1
RUBRIC
Content Content is accurate, Content is accurate Content is accurate Content is not accurate
complete and and complete. but with some missing nor complete and did
50 included examples information. not follow given
beyond what is requirement.
required. (25) (13)
(50) (38)
Organization of Presented in logically Presented a clear and Report is somewhat Report is not clear and
Ideas organized, well- organized ideas organized with few organized and does not
structured and with a connected to the misleading ideas connect with the
30 very clear ideas mission and vision connected to the mission vision created.
connected to the created. mission and vision
mission and vision created.
created
(30) (15) (8)
(23)
Application Mission Vision Mission Vision Mission Vision Mission Vision created
20 created is very clear created is clear and created is somehow is not very clear.
and exceptionally well prepared. clear.
prepared.
(20) (5)
(15) (10)
TOTAL Points 100 points

Thank you!

LESSON 4 TECHNOLOGIES FOR LEARNING

What are technologies for
SPIN
learning?

What are technologies for
SPIN learning?

TECHNOLOGIES FOR
LEARNING
• Technologies for learning are

specific teaching- learning
patterns that serve reliably as
templates for achieving
demonstratively effective
learning.

COOPERATIVE LEARNING
• Cooperative learning involves small

heterogeneous groups of students
working together to achieve a
common academic goal or task
while working together to learn
collaboration and social skills.

ADVANTAGES OF COOPERATIVE LEARNING
• Active learning.
• Social skills.
• Interdependence.
• Individual accountability.

LIMITATIONS OF COOPERATIVE LEARNING
• Student compatibility.
• Student dependency.
• Time consuming.
• Individualist.
• Logistical obstacles.

Why should we integrate
SPIN Cooperative learning?

Why should we integrate
SPIN
Cooperative learning?

INTEGRATION
• Cooperative learning is
defined as the
instructional use of small
groups so that students
work together to
maximize their own and
each other’s learning.

INTEGRATION
• Slavin, Kagan, David and Johnson revealed

that not only does cooperative learning yield
better acquisition and retention of lesson
content, it also promotes better interpersonal
and thinking skills. This research highlighted
the importance of interdependence as the
key to success in cooperative learning.

INTEGRATION
• Two particular formats are presented as

examples of cooperative learning
technologies: Johnson and Johnson’s
Learning Together model, and Slavin’s Team-
Assisted Individualization (TAI).

1. LEARNING TOGETHER MODEL
• Johnson and Johnson’s interdependent learning

group, known as the Learning Together Model,
requires four basic elements:
• Positive interdependence
• Face-to-face helping interaction.
• Individual Accountability.
• Teaching interpersonal and small-group skills

2. TEAM-ASSISTED
INDIVIDUALIZATION (TAI)
• TAI was specifically intended to avoid some of the

problems encountered with individualized
programmed instruction.
• It incorporates features that allow students to
proceed more efficiently and effectively on their
own with fewer demands on the teacher for
individual checking and motivating

2. TEAM-ASSISTED
INDIVIDUALIZATION (TAI)
• TAI follows this pattern:

• Teaching groups.
• Team formation.
• Self-instructional materials.
• Team study
• Team scores and team recognition.

COMPUTER-BASED COOPERATIVE
LEARNING
• Computer assistance can alleviate some of the logistical

obstacles to using cooperative learning methods,
particularly the task of managing information, allocating
different individual responsibilities, presenting and
monitoring instructional material, analyzing learner
responses, administering tests, and scoring and providing
remediation for those tests.

GAMES

GAMES
The term game, simulation and

simulation game are often used
interchangeably. But because
these terms have different
meanings, they will be discussed
separately.

GAMES
Game is an activity in
which participants follow
prescribed rules that differ
from those of real life as
they strive to attain a
challenging goal.

ADVANTAGES OF GAMES
• Attractive.
• Novel.
• Atmosphere.
• Time on task.

DISADVANTAGES OF GAMES
• Competition.
• Distraction
• Poor design.

SIMULATIONS

SIMULATION
• A simulation is an abstraction or
simplification of some real-life situation
or process.
• In simulations, participants usually play
a role that involves them in
interactions with other people or with
elements of the simulated
environment.

SIMULATION
• Team simulations allow students

to use their individual
differences. Some computer-
based simulations adjust their
difficulty level based on the
ability of the player.

SIMULATION AND PROBLEM-
BASED LEARNING
• One value of simulation is it implements learning

method as directly and clearly as possible. In problem-
based learning, the learner is led toward understanding
principles through grappling with a problem situation.
Most simulations attempt to immerse participants in a
problem.

SIMULATORS
• The device employed to represent a physical

system in a scaled-down form is referred to as
simulator. Simple simulators are in widespread
use in applications such as training workers in a
range of manual skills from CPR to welding.

ADVANTAGES OF SIMULATION
• Realistic.
• Safe.
• Simplified

DISADVANTAGES OF SIMULATION
• Time consuming
• Oversimplification

INTEGRATION
• Training in motor skills, including athletic and

mechanical skills, and complex skills that might
otherwise be too hazardous or expensive in real life
settings
• Instruction in social interaction and human relations,
where displaying empathy and coping with the
reactions of other people are major goals.
• Development of decision-making skills (e.g.,
microteaching in teacher education, mock court in law
school, management simulations in business
administration)

Role Plays
• refers to a type of simulation in which the

dominant feature is relatively open-ended
interaction among people. It has proven to be
a motivating and effective method of
developing skills.

SIMULATION GAMES

SIMULATION GAMES
• A simulation game
combines the attributes
of simulation (role
playing, a model of
reality) with the
attributes of a game
(striving toward a goal,
specific rules).

INTEGRATION
• Instructional simulation games

are found in curriculum
applications that require both
the repetitive skill practice
associated with games and the
reality context associated with
simulations. Societal processes,
cultural conflicts, historical eras,
and ecological systems are
popular topics.

Cooperative Simulation Games
• In recent years, sports psychologists and educational psychologists

have developed new theories questioning the value and necessity
of competition in human development.
• They contend that if children are nurtured on cooperation,
acceptance and success in a fun-oriented atmosphere they
develop strong, positive self concepts.
• Out of this new awareness has come the “new games” movement,
generating hundreds of cooperative games that challenge the
body and imagination but that depend on cooperation and
success.

LEARNING CENTERS

LEARNING CENTERS
• Learning Center is a self-

contained environment
designed to promote
individual or small group
learning around a specific
task.

LEARNING CENTERS
• A learning center may be as

simple as a table and some
chairs around which students
discuss, or it maybe as
sophisticated as several
networked computers used by
a group for collaborative
research and problem solving.

SPECIALIZED TYPES OF CENTERS
•Skill centers
•Interest centers
•Remedial centers

ADVANTAGES OF LEARNING
CENTERS
• Self-pacing
• Active learning
• Teacher Role

DISADVANTAGES OF GAMES
LEARNING CENTERS
• Cost
• Management
• Student responsibility
• Student isolation

PROGRAMMED INSTRUCTION

PROGRAMMED INSTRUCTION
• Programmed instruction usually

refers to learning done by an
individual using printed materials
or a computer.
• Programmed instruction led to
the development of computer-
assisted instruction (CAI) and the
same principles are currently
incorporated in web-based
instruction

ADVANTAGES OF PROGRAMMED
INSTRUCTION
• Self-pacing
• Practice and Feedback
• Reliable
• Effective

INSTRUCTION
• Labor intensive
• Development cost

PROGRAMMED TUTORING

PROGRAMMED TUTORING
• Programmed tutoring is a one-on-

one method of instruction in which
the tutor’s responses are
programmed in advance in the
form of carefully structured printed
instructions.

TUTORING
• Self-pacing
• Practice and Feedback
• Reliable
• Effective

TUTORING
• Labor intensive

PROGRAMMED TEACHING

PROGRAMMED TEACHING
• Programmed teaching, also

known as direct instruction, is an
attempt to apply the principles of
programmed instruction in a
large-group setting.

PROGRAMMED TEACHING
• The critical features of these

lessons include unison
responding by learners to
prompts (or cues) given by the
instructor, rapid pacing and
procedures for reinforcement
or correction.

PERSONALIZED SYSTEM OF INSTRUCTION

PERSONALIZED SYSTEM OF
INSTRUCTION
• Personalized System of
Instruction (PSI) is sometimes
referred to as the Keller Plan
after Fred Keller, who
developed it.
• It can be described as a
template for managing
instruction.

PERSONALIZED SYSTEM OF
INSTRUCTION
• It is derived from the same

roots as mastery learning, the
idea that all students can
succeed – achieve basic
mastery – but need different
amounts of time and
practice to get there.

INSTRUCTION
• Self-pacing
• Mastery
• Effective

INSTRUCTION
• Behaviorist commitment
• Self-discipline

LET’S SUMMARIZE
TECHNOLOGIES FOR
EDUCATION
• COOPERATIVE LEARNING • PROGRAMMED INSTRUCTION
• GAMES • PROGRAMMED TUTORING
• SIMULATIONS • PROGRAMMED TUTORING
• SIMULATION GAMES • PERSONALIZED SYSTEM OF
• LEARNING CENTERS INSTRUCTION

ANY QUESTION?

FOR ASYNCHRONOUS
CLASS

OUTPUT NO. 4: SKETCHNOTING
INDIVIDUAL: “SKETCHNOTING
• Sketch a picture that represents what you have learned from
the discussion.
• Remember, it’s not about the quality of the art, its about how
you’ve been prompt to visualized your understanding of the
topic based on your own perspective.
• Provide a short description on your sketch.
• You can use digital or hand sketch.
• Submit your work on our Google Classroom in jpeg format

GROUPING

GROUPING

CLOSING PRAYER
Glory be to the Father , and to the

Son and to the Holy Spirit.
As it was the beginning is now and
ever shall be world without end,
Amen.

Thank you!

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EDTECH 1

BY: LEOMAR C. BIÑAS LPT, M.Ed

PPT CREATED BY: LEOMAR C. BIÑAS

Heavenly Father and Your Beloved Son Jesus Christ,

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

PPT CREATED BY: LEOMAR C. BIÑAS

• The ASSURE model, a procedural guide for planning and

PPT CREATED BY: LEOMAR C. BIÑAS

• The ASSURE model focuses on planning surrounding the

PPT CREATED BY: LEOMAR C. BIÑAS

• The first step in planning is to

• You must know your students to

• The next step is to state the

• Wherever they come from, they

THE • A well-stated objective starts by

THE ABCDS OF WELL-STATED OBJECTIVES

AUDIENCE BEHAVIOR CONDITION DEGREE

• CLASSIFYING objectives is much

• An objective may be classified

• To these we add a fourth—

COGNITIVE AFFECTIVE MOTOR SKILL INTERPERSONAL

• The original classification scheme for the

• Gagne's* categories are widely accepted

COGNITIVE AFFECTIVE MOTOR SKILL INTERPERSONAL

• The affective domain is organized according to

• 1. Receiving: being aware of and willing to pay

• 2. Responding: actively participating, reacting

• 3. Valuing: voluntarily displaying - ,an attitude,

• 4. Characterization: demonstrating an internally

COGNITIVE AFFECTIVE MOTOR SKILL INTERPERSONAL

• The motor skill domain may be seen as a

• 1. Imitation: repeating the action shown (e.g.,

• 2. Manipulation: performing independently

• 3. Precision: performing with accuracy (e.g.,

• 4. Articulation: performing unconsciously,

COGNITIVE AFFECTIVE MOTOR SKILL INTERPERSONAL

• The types of interpersonal skills can be classified

• 2. Proposing: putting forward a new concept,

• 3. Building and supporting: extending,

• 4. Shutting out/bringing in: excluding/involving

• 5. Disagreeing: providing a conscious, direct

• 6. Summarizing: restating in a compact form the

• A systematic plan for using

• The selection process will be

• Choosing a media format can be a very

• Choosing a media format can be a very

• Obtaining Specific Materials: Select, Modify, or

• Obtaining Specific Materials: Select, Modify, or

• Your first step might be to survey some of the