1. CHAPTER 3 THE ASSURE MODEL Carol Hensley September 10, 2003

2. THE ASSURE MODEL WHAT IS THE ASSURE MODEL? The ASSURE model is a systematic plan for instructors to use when planning classroom use of media and technology.

3. HOW DOES THE ASSURE MODEL WORK?  Gagne’ (1985) refers to the stages of the learning process as “events of instruction”. According to Gagne’s research, well-designed lessons progress through several stages: Arousal of student’s interestArousal of student’s interest Presenting new materialPresenting new material Involve student in practice with feedbackInvolve student in practice with feedback Assess the student’s understandingAssess the student’s understanding Follow-up activities with studentFollow-up activities with student

4. ASSURE MODEL  ASSURE is an acronym coined by the authors of our textbook which in their words, “is intended to assure effective instruction.” This chapter explains their plan.

5. ASSURE MODEL  A NALYZE LEARNERS  S TATE OBJECTIVES  S ELECT METHODS, MEDIA, & MATERIALS  U TILILIZE MEDIA & MATERIALS  R EQUIRE LEARNER PARTICIPATION  E VALUATE AND REVISE

6. ANALYZE LEARNERS  GENERAL CHARACTERISTICS  SPECIFIC ENTRY COMPETENCIES  LEARNING SYTLES - how an individual perceives, interacts with, and responds emotionally to learning environments PERCEPTUAL PREFERENCES & STRENGTHSPERCEPTUAL PREFERENCES & STRENGTHS INFORMATION PROCESSING HABITSINFORMATION PROCESSING HABITS MOTIVATIONAL FACTORSMOTIVATIONAL FACTORS PHYSIOLOGICAL FACTORSPHYSIOLOGICAL FACTORS

7. Perceptual Preferences & Strengths  Learners vary greatly as to which sensory gateways they prefer using and which they are especially adept at using. The main gateways are: AuditoryAuditory VisualVisual TactileTactile KinestheticKinesthetic  Proponents of the importance of this variable claim that slower and younger learners tend to prefer tactile or kinesthetic experiences; sitting and listening are difficult for them. Auditory and visual abilities tend to improve with maturity.

8. GREGORC’S MODEL OF “MIND STYLES”* (Processing Habits)  Concrete sequential learners prefer direct hands-on experiences presented in a logical order. Prefer - Workbooks, programmed instruction, demonstrations, and structured laboratory exercises.  Concrete random learners lean toward a trial-and-error approach and learn quickly from laboratory experiences. Prefer - Games, simulations, independent study projects, and discovery learning.  Abstract random learners are distinguished by their capacity to draw meaning from human-mediated presentation and respond to tone and style of the speaker as well as the message. Prefer - Group discussion, lectures with question-and-answer periods, videotapes, television.  Abstract sequential learners decode verbal and symbolic messages adeptly, especially in a logical sequence. Prefer Reading & listening to presentations. * Elaborated by Butler (1986)

9. Motivational Factors- “What people will do as opposed to what they can do!”* Certain motivational factors are critical to the learning process AnxietyAnxiety Focus of control (internal/external)Focus of control (internal/external) Degree of structureDegree of structure Achievement motivationAchievement motivation Social MotivationSocial Motivation CautiousnessCautiousness CompetitivenessCompetitiveness *Keller, 1987

10. Student Motivation  ARCS Model (John Keller, 1987) Four essential aspects of motivation Attention refers to whether students perceive the instruction as interesting and worthy of their considerationAttention refers to whether students perceive the instruction as interesting and worthy of their consideration Relevance refers to whether students perceive the instruction as meeting some personal need or goalRelevance refers to whether students perceive the instruction as meeting some personal need or goal Confidence refers to whether students expect to succeed based on their own efforts.Confidence refers to whether students expect to succeed based on their own efforts. Satisfaction refers to the intrinsic and extrinsic rewards students receive from the instruction.Satisfaction refers to the intrinsic and extrinsic rewards students receive from the instruction.  Intrinsic motivators are generated by aspects of the experience or task itself, i.e. a challenge or curiosity.  Extrinsic motivators are generated by factors not directly related to the experience or task, i.e. grades, recognition.

11. Physiological Factors  Instruction must be adapted to take advantage of physiological factors. Factors related to gender differences, health, and environmental conditionsFactors related to gender differences, health, and environmental conditions Boys & girls respond differently to various school experiencesBoys & girls respond differently to various school experiences Hunger and illness impede learningHunger and illness impede learning Temperature, noise, lighting, and time of day affect our ability to concentrateTemperature, noise, lighting, and time of day affect our ability to concentrate

12. STATE OBJECTIVES  The ABC’s of Well-stated Objectives  Classification of Objectives  Objectives and Individual Differences

13. The ABC’s of Well-Stated Objectives  Audience – Focus on what learners are doing. Learning is most likely to take place when learners are active.  Behavior-The heart of the objective is the verb describing what the audience will have after the instruction (Helpful Hundred-next slide).  Conditions-How will the performance be observed?  Degree-Indicates the standard, or criterion, by which acceptable performance will be judged, i.e. time & accuracy.

14. HELFUL HUNDRED LIST of Verbs Used with Objectives  AddCompute Drill LabelPredict State  AlphabetizeConduct Estimate LocatePrepare Subtract  AnalyzeConstruct Evaluate MakePresent Suggest  ApplyContrast Explain ManipulateProduce Swing  ArrangeConvert Extrapolate Match Pronounce Tabulate  AssembleCorrect Fit MeasureRead Throw  AttendCut Generate Modify Reconstruct Time  BisectDeduce Graph MultiplyReduce Translate  BuildDefend Grasp (hold) NameRemove Type  CarveDefine Grind Operate Revise Underline  CategorizeDemonstrate Hit OrderSelect Verbalize  ChooseDerive Hold OrganizeSketch Verify  ClassifyDescribe Identify OutlineSki Weave  ColorDesign Illustrate PackSolve Weigh  CompareDesignate Indicate Paint Sort Write  CompleteDiagram Install Plot Specify  Compose Distinguish Kick PositionSquare

15. Select Methods, Media, & Materials  Choosing a Method-methods should be chosen based on the needs and learning styles of the students  Choosing a Media Format-flip charts, slides, audio, video, computer multimedia. The instruction situation, learner variables, and nature of the objective must be considered.  Obtaining Specific Materials Selecting Available MaterialsSelecting Available Materials  Involving the Media/Technology Specialist  Surveying the Sources  Selection Criteria  Instructor’s Personal File Modifying Existing Materials-Don’t violate copyright laws!Modifying Existing Materials-Don’t violate copyright laws! Designing New Materials-Objectives, audience, cost, technical expertise, equipment, facilities, and timeDesigning New Materials-Objectives, audience, cost, technical expertise, equipment, facilities, and time

16. Surveying the Sources  Comprehensive Guides “A-V Online”- a CD-ROM that lists thousands of educational, informational, and documentary materials with sources.“A-V Online”- a CD-ROM that lists thousands of educational, informational, and documentary materials with sources. Bowker’s Complete Video GuideBowker’s Complete Video Guide  Selective Guides Only the Best Computer ProgramsOnly the Best Computer Programs Best Videos for Children and Young AdultsBest Videos for Children and Young Adults The Elementary School Library CollectionThe Elementary School Library Collection  Evaluative Guides BooklistBooklist School Library JournalSchool Library Journal ChoiceChoice Video Rating GuideVideo Rating Guide

17. Selection Criteria  Important questions to ask. Does it match the curriculum?Does it match the curriculum? Is it accurate and current?Is it accurate and current? Does it contain clear and concise language?Does it contain clear and concise language? Will it motivate and maintain interest?Will it motivate and maintain interest? Does it provide for learner participation?Does it provide for learner participation? Is it of good technical quality?Is it of good technical quality? Is there evidence of its effectivenessIs there evidence of its effectiveness Is it free from objectionable bias and advertising?Is it free from objectionable bias and advertising? Is a user guide or other documentation included?Is a user guide or other documentation included?

18. UTILIZE MEDIA & MATERIALS THE FIVE P’S In Utilizing Instructional Materials THE FIVE P’S In Utilizing Instructional Materials Preview the Materials!!!!!! Prepare the Materials (Practice) Prepare the Environment- Comfortable Setting, Suitable Lighting, Equipment Working Prepare the Learners-”Warm them Up” Provide the Learning Experience- ”Showmanship”

19. GETTING READY  PLANNING Analyze your learnersAnalyze your learners Specify your objectivesSpecify your objectives Specify benefits and rationale for the learnersSpecify benefits and rationale for the learners Identify the key points to coverIdentify the key points to cover Identify the subpoints and supporting detailsIdentify the subpoints and supporting details Organize the entire presentation in a logical and sequential orderOrganize the entire presentation in a logical and sequential order  REHEARSING-mentally run through the presentation, do a standup rehearsal,give a simulated presentation, practice answers to potential questions, videotape yourself  SETTING UP-check equipment, properly position equipment

20. PRESENTING  ANXIETY Some anxiety and concern are important for an enthusiastic and dynamic presentation.Some anxiety and concern are important for an enthusiastic and dynamic presentation. Proper planning & preparation should reduce anxiety.Proper planning & preparation should reduce anxiety. Harness your nervous energy & use it positively with body movement, supporting gestures, and voice projection.Harness your nervous energy & use it positively with body movement, supporting gestures, and voice projection. Breathe slowly and deeply. Your cardiovascular system will slow down & ease the symptoms of anxiety.Breathe slowly and deeply. Your cardiovascular system will slow down & ease the symptoms of anxiety.  DELIVERY Stand up, face the learners with your feet 10-12 inches apart, don’t talk with your face to the chalkboard, stand to one side of the lecturn, move while you speak (don’t over do)Stand up, face the learners with your feet 10-12 inches apart, don’t talk with your face to the chalkboard, stand to one side of the lecturn, move while you speak (don’t over do)  VOICE- use a natural, conversational style; don’t read the presentation; use vocal variety and a comfortable pace; speak up and your rate will slow down; pause after a key point  EYE CONTACT-establish eye contact, at least 3 seconds for each person; stop talking while you write  GESTURES-Use natural gestures; don’t put your hands in your pockets  VISUALS-”A picture is worth a thousand words”. Visuals tend to attract and hold learner’s interest.

21. REQUIRE LEARNER PARTICIPATION  Effective learning demands active participation by the learners  Activities to allow learners to practice knowledge or skills Student self-checksStudent self-checks Computer-assisted instructionComputer-assisted instruction Internet activitiesInternet activities Group gamesGroup games  Feedback should be evaluated before being learners are formally assessed Provided by teacher, computer, other students, or self-evaluationProvided by teacher, computer, other students, or self-evaluation

22. EVALUATE AND REVISE  ASSESSMENT OF LEARNER ACHIEVEMENT have the following characteristics: Have more than one correct approachHave more than one correct approach Are thought provoking, not simply requiring recall of memorized factsAre thought provoking, not simply requiring recall of memorized facts Require decision making, rather than just rote memorizationRequire decision making, rather than just rote memorization Develop thinking in a variety of waysDevelop thinking in a variety of ways Lead to other problems to be solvedLead to other problems to be solved Raise other questionsRaise other questions Types of authentic assessments include the following: Student projects such as writing assignments, science projects, and posters; performances such as giving speeches; oral questioning; discussions of controversial topics & current events; portfolios  EVALUATION OF METHODS & MEDIA-Were your instructional materials effective? Could they be improved? Were they cost effective? Did your presentation take too much time?  REVISION – Sit back and look at the results of your evaluation data gathering. Where there any discrepancies? Did student achievement fall short on one or more of the objectives? How did students react to your instructional methods and media? Are you satisfied with the value of the materials you selected?