_ The ASSURE Model OUTLINE B The ASSURE Model B Analyze Learners |g State Objectives |B Select Methods, Media, and Materials Unilize Media and Materials | Require Learner Participation A Evaluate andl Revise KNOWLEDGE OBJECTIVES 1. Demonstrate your ability to follow the steps involved in systematic planning for the use of media (the ASSURE mode!) | 2. List general characteristics of lamers and types of specific competencies | that could affect media selection, 3, Describe learning stl, including four types of traits that affect it, 4, Discuss the rationale for stating objectives for insruciion, Your discussion should include purposes or uses of objectives. 55, White objectives chat refer to the audience, behavior, conditions, and degree ‘of mastery. 6. Demonsteate your abilcy to follow the besic procedures for selecting, sodifing, and designing maverals, and indieate when each choice is appcopriate 7. Describe ways of modifying materials without acmually alrering the originals. 8. Create examples ofthe five basic steps i usilizing instructional macerial 9. densify general showmanship techniques in reference to planning, practice, and presentation. 40, Describe methods fr eliciting student response during and after using meds. 11, Justify she requirement for learner participation when using wedi, 12, Compace and contrast the techniques for evsinsting student achievement and the techniques for evalusting media an inethodts LEXICON entry test criterion sedi format preveguisite cognitive domain showmanship learning style affective daria feedback | motivation motor still domain practice |) intrinsic motivator interpersonal domain authentic assessment |} emrinsie motivator54 Chnpren 3 A Model to Help Assure Learning jonwes legen our lene: yb, 71 ema ae, sda Yolees x meres it” af be ofehieaten eh ae. o-Sindiy shod), Me ci yout, ep at eltal o ‘ga aalot ul on yo Ses 1 ela he bax red 9 ml fib ob “et The aide ca be ealnd femme ok fi) gene) saeiaenreres, “sip Aes sad de ob he oo, eee THE ASSURE MODEL All effective instruction cequires caretal planning. Teaching with instructional media and technology is certainly no exception, This chapeer examines bow (0 plan systematically for the effective use of instructional ‘media and eechnology. We have constructed 2 proce- dural model to which we have given the acronym ASSURE—ivis imended to assure effective instruction. ‘You can think of the tesching-Ieasning process a: ‘progressing through several sages. Gagné (198) refers to these stages a8 “events of inscruction.” Gagne’ re search cevealed that well-designed lesons begin with « the arousal of snidente interest and then move on io capectiealy asjpowsio he ‘ved tom a cca lb "le ociboDk. olen wt 9 “peliin guide or devied bythe sets They shee bested “aati gcrje wl ba bla i do Tesb sh rersinon Tha renaions inde cehch the con of Foose ging <2 peafie engy compares [root pefom on he doitee ol xcertche “peer sheets hehe egyed natin apes et ie > doce eles avoieble ares eee be me present new material, involve students in practice with feedback, esess theic understanding, and go on co fol- lowap actvides, The ASSURE model incorporates these events of inuuction “The ASSURE mode—a procedural guide for plan- ping and conducting inswaction chat incorporates media and techeology—assumes that aining or instruction is required. A full blowa process of insruetional develop- ment would begin with a needs assesement to determine ‘whether instruction is the appropriae: solution to 2 per formance problem. ‘The ASSURE model focuses on planning surround ing the aceual classroom use of media and techoology. Jes leas ambitious than models of instructional devel-oe en geben erueanen by brie “Tio ee beaeene fie E 3 fe idadge © cide" pic, youu eclet h eve "endo fncbois ote Soe anal hay esbakie to be fia wares hens ve be ronson Ren, eps ocotole ety Sennen pond fee! en coe Hef Shen ung bo uitulen ennai oo Ceesgos w owast oe cit Shoe nop ve ee ohindudidly x nasenenetey Tine guar cone op cog Top my bu pinot ae eveatbonks, ox compe bined bch ‘Shay ch cheese “aly Ssaned = THE ASSURE Mone. 55 Evaluate ond Revise Sasi eel" io’ Certo, acl wale deisinpes oof dleghenes od dase ender lecmieg. Te get the lei! shuchofal pass. Did he learrre mee! Tecobjecrves? Did fhe melkods, radio, fad. telnolog) ossst- the rains Pe eclen ey rele sche oainng he abject? Cou of a once uci here oor Tes, or gioup games, Feedback maybe cee the Stochey'9 comper, her fedenscef oss cnt use he meters proce? “WWherear here are ecreponcles be fhoesn vila! you ikea aed wha! you ‘oired, yo vil wat evn the plan fo: he aeaiine ‘opment, which axe intended to guide the entire process of designing instructional systems. Such mod- ch include the procedures of the ASSURE model and the processes of needs analysis, subject matter analysis, product desiga, pravorype tyour, system implements tion, and the like, These larger-scale instructional de- velopment procedures Spically involve teams of specialise and require major commitments of rime and money. (Further information about instructional de sign can be foand in the References and Suggested Readings at the end of this chapter) The ASSURE model, on the other hand, is meant for the individual inserneror to use when planning classroom use of me- dia and technology, ‘To illustrate how to use the six steps of the AS: SURE model, we will provide an example of a “Blue print” for each step after itis described. These steps taken cogether constisute a “Blueprint”—or lesson plan—thee describes the instructiogal planaing, used by a middle schoo! mazh ceacher who wanted to re design a wnit oo statistics. The eeacher (et that the -mathematies textbook presented statistics (collecting, dana, interpreting data, and presenting daca} very in adequately. One particularly dissppointing aspect 9 textbook material covering this topic was that tech: nology was not incorporated in the teachiay, She be lieved that, considersig. woday’s technology-based world, this skill desecved more attention than it56 Charme traditionally received in schools. Therefore, she chose 20 develop a unit chat addressed some of the basic statist- cal skis through the use of computer applications. ‘The “Classroom Link Portfalio” CD-ROM in the back of this book ets you use the ASSURE model to ere- ate your own, lesion plans. The program presents each ‘tep of the model in 2 lesbie format that allows you to evelop your own lesson plans by entering them into = computer version ofthe ASSURE model. Instructions on. hhow to use the “Chsscoom Link Partiolio” CD-ROM sre found online at the Companion Website for this text (hitp://swewprenhall.com/heinieh), and on the CD-ROM itselé ANALYZE LEARNERS instructional media and technology are 10 be used ef fecively, there muse be a match between the character fats of the leamer end che content of the methods, ‘media, and matecels. The first step in the ASSURE, ‘model, thetefore, is analysis of your audience. Tr is not feasible to analyze every trait of your learn ers. Several fctors, haweser, are ccitical for making, _zood methods and media decisions: © General charsceeritics © Specific enery competencies © Leutning styles General characteristics inchude broad identifying descriptors such a8 age, grade level, job or position, and cultural or socioeconomic factors. Specific entry competencies refer to knowiedge and skils that leara- fs either possess or lack: prerequisite skills, target skills, and atcitedes. The third factor, learning style, efecto the spsctrum of psychological waits that affect how we perceive and respond to different stimuli, such, as anxiety, aptitude, visual ox anditory preference, ma: tivation, and so oa. General Characteristics ~ Even a superficial analysis of earner characteristics ean provide heipfal leads in selecting instructional methods and media, For example, ctsdents with substandard reading stills may be reached more efleedvely with fnonprine media, Ifyou aie dealing with a particular eth- nic or cultural subgroup, you aught want to give high priority te considerations of ednic and cultural identity and yalucs in selecting particular materials. Telenex apathy coward the subject matter isa prob- fem, consider using « highly stimulating instructional approach, such 38 a dramatic videotape, a siawlation, ‘ume, ora technology-based activicy. ‘Loimers encering anew concepttal area for the fst time may need more direct, concrete kinds of experi- cnces, such as field trips or rolesplying exercises (refer 0 Dale's Cone of Experience in Chapter 1). More ad vanced learners usually have a suflicient base for using, audiovieual or even verbal materials Heiecogeneons groups, which include learners vary ing widely in their conceptual sophistication er in the amount of firsthand experience Uiey have with the topic, may prose from an audiovisual experience such as a videotape, Such media presentations provide 2 com ‘mon experiential base chat can serve a an important point of reference for sobsequent group discussion and individual smal. or instructors dealing with 2 familiar audience, analysis of general characteristics willbe something of a tsiven, At cimes, however, audience analysis may be ‘more dilfiuls, Pechaps your studenés are new to you, and you have had litte ime to observe and record their ‘characteristics, Or perhaps they are a mate heteroge- neous group than is ordinarily found in the casstoom— business trsinees, fox example, or a civie club, youth ‘group, or furernal organization—thus making it more ddffccl: to seectaia whether all or ever = majority of. ‘your learners are ready for he methods and media of in ‘auction you are considering, In such eases, academic and other records may be helpfal, as well as direct ques Honing of and talking with learners and instructors o¢ ‘her group leaders. Seasoned public speakers—those who regularly address vofaliar audiences—make it 2 practice to arrive early and strike up 2 conversation with audience members. In this way te can pick up valuable ‘lues about the types of people in the audience, dheir backgrounds, their expectations, and their moods Specific Entry Competencies {When you begin o plan any eon, your firs asumpdon is tat the eames lack the Knowledge oc kil yo are out vo teach and chat they posesh the knowlege or tile needed to understand and learn fom the leon “These wunptions are offen minaken, For example, ie insarane epany sed to routinely bring ls new sales associates back eo the home ofc athe end of thi ist dear fora couse on sting epic. Pusaled by the {ool reseton of the agen, the tiner decided o give a Pretest, which reveled thst a major ofthe eines at Feady new perfec well how co sez sles ponies. The Company shifter! to es expense and move prodstve Seategy of pve incentives vo fd representatives who ‘Satin acepable ale plane shoving thei prioties “The asnamption that lamers ave the precequlsite aowedge or aio begin the lesson can sekdom be a= cepid easly in schoo sercngs Teachers of mixed SDlty cass routinely antcipete that some studenis vl eed reread help before they are ready to begin 3 patiealar uit ofoszaction-Parthermore researches {udging the impact of aiffcenepryebologel srs onlearning fave reached the unexpected conclusion that student? prior knowledge of ¢ parscular subject influ tenoge how and whar they can learn more than does any paychological tait (Dick, Carey, & Carey, 2001). For example, sodenss approaching 2 subjece new to chem lean best ftom strucnured presenrarions even if they havea learning syle thar would oder wise indicate more ‘oper-ended, unstruerured mechods. “Tuces realizations sugges that instructors must veriy sssamptions about entry competencies through infor~ nial sreans (such a5 in-class questioning or out-of lass interviews) oF eioce formal means (exch a5 testing with standacdized or teacher-made tests). Bantry tests are 2! sessments, both foemal and informal, that determine whether students possess the necessary prerequisices, Prorequisites are competencies that learners ist pos- es 10 benefit from the instruction bur ekat you or the riedlia are not going to teach. For example, in tecehing fit apprentice lathe operator up vead blueprints, you right assume chat she has the ability wo make metic conversions—hence you would not cezeh dis skill. Prerequisites (specific entry competencies) should be saved inthe same format as are objectives (deseribed in the next section) In the situation involving the appren- tice lathe aperator, the prerequisites could be stated as follows: “Apprentice lathe operators are able to convert any given measurement up to one meter from the met= fic satem to che English system equivalent of vice versa wich 100 percent accuracy.” Such previously acquired skills shouldbe assessed before instraction. Preastessment measures, such as discussions ad pretess, are also given before instruction butare wsed to ‘measure the content to be taught—the target skill. IF learners have already masteced wat you plan 0 veaci, {you are wasting your ime and theirs by teaching it ‘By analyzing bat your audience already knows, you can elect ppropriats methods and media. For example, if you have 4 group diverging widely in entry compe- tencies, consider self inseractional materials to allow for selpacing and other aspects of indiviealization, Learning Styles “Learning style refers to a cust of paehological tas ‘thatdeteroine how anindivl peresives,invraecs with, and responds emotionally to learaing eavironments es eae char eersin ris dramatically afc ue aifty to leam effectively from diffrent methods and media However irs not so else hich eats are ios important. Candace was cists wit the concept of 1Q and its tay viow of intelligence, noting that “not al people have the same, abilities: not al of os lear in the same way” ‘(Gardver, 1993, p. 21), He identified seven especs of in- teligence, subsequently revised. to nine: (0) verbal linguini language}, (2) logical/matheaatical(scieiBe/ quantitative), (3) visual/spate, (4) ravscal/chiami ‘ea ASSURE Moon = 87 (8) poly esc (dancing, (6) ee Sonal understanding ote people) (7) inrepersoral a destanding onset) (8) rater, sa (9) exten. Gardner's theory implies that teachers criculem planners an esa poise shold won together 9 design curses in which stadens hive the chance co develop these afer aspecs of incigence esa Epics dat students vary widely ip tems of shee Scengthe and weakness in exch of these are A ‘School adopting tis approach woul hae sudensen- tage in toch pont sary of methods and meta than s piel now. Teacher alk and veatwork obvouly tre notstfciear, Reena tats ve eee it if suengdhs and weaknesses, thelr progres would have to be messed nor by conventional pres a coaven Sra subjects tue by growth in each type of nei tence, The (pe of individualized fnseaeiona plans nd records of progres sled inthis approach lend teeles welt the ative learning methods, merc tne technologie and information managetsent 9 tems desebed in later chapters In fat xpi ‘Shoals based on theory se new fn opeeion Teaming si abies deuce int rr can be enegoed as perepoal porns and senate inforsnation proeang bits, oth ational tor, 2nd phpilogicl Seto Perceptual Preferences and Strengths. [Learners vary asto which sensory gateways they prefer ing and which they ae especially adept a esing. The main gateways inchede auditry, visual, 2etle, ad kinesthetic. Proponens ofthe impoctance of this variable daim that ‘most shdents do nos have apreferenes o strength for 20- sliory reception, casting doubt on the widespread mse of the lecture method. They find tht lower karzers tend to pele tie or kinesthetic experiences; sting and isten- Sng are dificult for chem. Dependence on the tact a kinesthetic moxialtes doereass wih mann, information Processing Habits. This cate- igoty includes 2 range of variables related ww how in viduals tend t0 approach the cognitive processing of information, Gregor’s mode of “mind sles,” elaborated by But Jer (1986), groups learners according 10 concrete ve1sus abstract and random vewas eoquencial tls, [eyed four ‘categories: concrete sequenalconerete rao, abstact sequential, and abstract random, Conerete sequential leamers prefer veer, hands-on experiences presented in a logical order. They learn best sth workbooks, pro samme insuction, demonstrators, ane structured ab ‘ratory exerces, Concrete rarioesleamees ean toward a twitkand-eeror approaen, quielly reaching, conclusions fiom explorarory experiences. They prefer methods such as games, simulations, independent stody project, anc discovery lesmning, Abseracr sequendal learners decodeSB Chapter 3 verbal ancl symbolic messages adepty, especially when presented in logical sequence. Reading and listening to presentations are prefesred methods. Abstract random Teainec are distinguished by thei capacity eo deaw mean- ing from human mediated presentations; they respond to the tone and style of the speaker as well a5 the message ‘They do well with group diseussion, leccures with question-anc-answer periods, videotapes, and television Motivational Factors. Various emotional fx tors keve heen found to influence whae we pay tention 10, how long we pay ateation, how mac effort we in vest in learning, and how feslings may interfere wich Jearsing, Amiety, locus of conwol (iateral/exteesal), Segre ofsrmerate zebievemens moneaaon social mo ‘evition,cautiousness, and compettivenes ar variables ‘requentl cited as crcl tothe lesening proces. ‘Motivation i an iwerial state that les people w choose to work rowaed oe against certain goal and expe- ‘icnes. Ie defines wlan peopie will do rather than what they cand (Keler, 1987). Motivation infuences eming by determining which insrustional goals students auead ‘oan which they choose vo ignore. Ielsodesceines he fort dey wll expend to each certain goals. “Modiratoes can be categorized a citer intrinsic enlege Over the years TESS hak Been avaiabi in 3 varity of ognats, most recety oa CD-ROM. cht mrajoe integrated insvucion systems (er integrated lesining systerw are evaluated in The EF Report on Computer Based hegpaed Syste which deans on extene research by expers in sofware evalustion and cucu. PIES Curr Analysis Services for Eeuention (CASE provides sthcols wit a means of analyzing, designing, and airing ther sated euriuiom outonres, textbooks, ad ater insiuctional resource. A schoat eating progam can De com pred wit state anc national programs and cucu rire The service proides grace dy-grade printed repos tat are Useful for enderstaning aed improving 2 schoo’ curiam and isrctonal pga “olearm mere about theinsthute are ts sence, contac IE Intute, 1033 W. Montauk Highs, Hampton Bays, NY 11906, Obtaining Specific Materials Obraining appropriate marae wl genely involve one of thre alternatives: (1) selecSing sallable materia, (2) mostihing exising materak, oe (3) desing em" materials. Obvionsiy, if material re areacly avaiable that will allow youe students to meee your objectives by all means use them, chus sving work, tine, and. money. ‘When the materials avsable do noe complerely mazch your abjeres or enor entity stable for your auc «nee, an alerntivesppeoach isto mex thera. Ith ic not ese, th final alemative isto dekign your own ra terial. Ever chough this sore expensive and Hee con suming, it allows you to prepare materials serve your eradests and meet your objeesves Selecting Available Materials ‘The majoriey of instructional materials used by teachers and taincts are “off the shell”—that i, ready-made and avalable from school, district, or company collections or other easly scessible sourees. So, haw do you go about aking an appropriate choice from available materials? Involving tie Media/Technoiogy Specialist. ‘The media /techaology specialist can be an important . Resource fer you. You may need new materials to up- daze the content of unit. ‘The media /technology spe alist can tell you about macerials housed in a local re source center or schoo! library media center. Identify ‘and disewss your options, As the specialise gains a bet. ter idee of your needs, arrangements can b¢ made to ccantact area media collections (public, academic, oF regional) to borrow patentislly useful materiais, Mast school Library media centers participate in regional co- ‘operatives, which share material. IF you and the me- dia/iechnology specialist collaborate wich othee teachers in your school or district who desice similar acetals, you may have an easier time in acquiring ma- terial rom national mnseums or organizations. An ep- Pointed group of teachers may review selection ind evaluation guides and identify new materials ro be pur- cased for fvture use. Involving other teachers ik the preview process also allows you to compare ideas and availble materials. Teachers end 0 become more critical and selective as they inateste tier collective knowledge of media and matctal alternatives, the Sources. You might survey Some ofthe published mecka reference yuces or the In tecnct to get general idea of what is available. Unter. tunately, no single comprehensive guide exists for all audiovisual materials avaiable in all media formats in all subjecs; you may have to consul seve! sourcesr “There are thee types of guldes chat can help you se~ Jece media—-comprehensive guides, selective guides, tnd evaluative guides, Comprehensive guides, such 25 SALW Online” and Bowker’ Conplece Video Guide, help you identify the scope of possiblities, However, since they may include items af poor quality and dificale-t- focate dts, you diould use these guides only to locate materials for preview. (Always preview marsies before {ing them with your saudemts.) Selective guides, sucl as Only the Best Computer Pro gran, Bert Videus fir Ohildren and Young Adley and “Te Elementary Schoo! Library Cellection, age a comupila sion of the “bes” instructional materials, An advantage Of these selective guides is that time has allowed the “pest” to aurhice from 2 compuison of similar products com the market. A disadvantage is that during te time required for chis procest to take place, some irems may have become outdated and newer items of good quality may nor have been included. ‘Evaluative guides, such a5 Booklist, Schoo! Library Journal, Choice, snd Video Roting Guide, are cuttent ‘nd will keep you up to date about new materials. Al- though they are evaluative, they usually include just one person’s opinion; thar person's needs and audience may be different orn yours. ‘One of tse moze comprehensive sources is a set of ‘evo indexes published by NICEM (National Infoomma- tion Center for Educisional Media): Films & Viseo Binder anc Auadiacaucr & Compact Dise Finder These «do nok inelude evaluations. “A-V Online” isa CD-ROM. tut lists thousands of educstional, informational, and documentary maaterials slong with dheir sources. The cise includes a variety of media formats, such at video, studio, fra, Elmstips, sles, side—tape programs, over dnead teansparencies, and muktimedia kts (Figure 3.2), Tin addition 9 material chemnelves that are available ‘on the Jateene, stings appear there of materials aval able elsewhere. Mary companies, government agen les, and commercial publishers lise materials on the Ingernet. The majority of vendors now have theitcsta- logs on their websites. Mast of these materials are for purciiase. Some are free and inexpensive. See Chapter 41 for guidelines about securing and using free and in expensive mazecals. TF you are working in elementary or seconclary edu cation, you might consult several additional sources thet ‘cover range of media formats, such as Core Afedia Col- Lostiom for Elenenrary Schalsand. Core Medic Colecion for Secondary Scbool. These books recommend speciic ‘audiovipual tides 2s core materials for elementary and secondary school medi collections. For general and adult auciences, a major guide i the Reference Lit of Audievisaal Maserials, produced by the USS. government. i describes all the taining and ed cational materials produced by the armed forces and ‘other government agencies that are available for general parchaie. For additonal information on this topic, go ‘Tue ASSURE Moos 65 FIGURE 3.2 ro the Web Links module in Chapter 3 of te Compa son Website (htep://www-pcenhall.com/beiniel Beyond the sources just described, there are more specialized guides and indexes that are limited vo spe- cific media foenats or specific eubjects, These are 400 many and too diverse 10 list here, but some are. men tioned in the individust chapters dealing with diferent media formats, and athersare gathered under zc head ing "Specialized Information Sources” on our Com panion Wehsic. Selection Criteria, The éecition about whether to ute a particular piece of instsuctional material depecuds ‘on several factors, Recent research confirms that certs ‘criteria ate crcl in the appraisal of materials (McAlpine & Weston, 1994). Among, the questions to be asked about exch specific piece of media are the following: Does it masch the curriculum? Is accurate and current? ‘Does it contain clear and concise Jonguage? “Will ic motivate and mainrain inerest? [Does it provide for learner participation? Is it of good technical quality? Is there evidence of is effectiveness (cf fieldtest results)? ©. sit fee frorn objectionable bias and advertising? © Teaser guide or other documentation induded? Over the yoats, scholars have debated about what teria should be applied in seleceng materials. Suaies nave been conducted to quantify and validate various er tera, The net result is an waderstanding that different