ASSURE Model

The ASSURE model is an instructional design model which helps organize thoughts and
create a product for use in the classroom. The implementation piece of your project will probably not take place until after you have taught your lessons, implemented the performance task, and evaluated the success of the project.

phase 1
ANALYSE USERS

The first step in planning is to specifically define your audience. You must know the learners if you are to select the best strategies to meet the objectives you have set. The audience can be analyzed in terms of their general characteristics (grade level, age) and specific entry competencies (prior knowledge, skills, and attitudes about the topic, and learning styles). To begin designing a course, you must know whom you are teaching.

General Characteristics that impact instruction:
· Prerequisite skills or knowledge (ex. Computer skills)
· What points are they in their program or major?
· What courses are taken prior to this one? What knowledge is assumed?
· Learning Styles of the students - This model emphasizes teaching for different
learning styles.
· Motivations - Why are they taking the class? Is it required or an elective?

phase 2
State Objectives

The next step in planning is to specifically state the objectives for the lesson or presentation. Objectives must be stated in terms of what the learner (not the teacher or presenter) will do stated in behavioral terms) as the result ofinstructio n. Your lesson should include 2-3 specific objectives.

What is the student to learn?

It will be helpful to state the objectives using the ABCD format.

phase 3
Select Methods, Media, and Materials

Now you have set the beginning point (the audience's present knowledge, skills, and
attitudes) and the ending point (objectives) of your instruction. Now your job is the build an instructional bridge that will connect the two points. You may select available materials, modify existing materials, or design new materials to help accomplish this task. You may select several different types of media to use with the unit. Any of the media/technology discussed in the text will be appropriate.
What materials will the course require?

The following questions will help to decide what media will be useful.:

1. Look at my Objectives, what method is appropriate for delivery of the information needed for the learning task? Can it be done independently or is some type of guided instruction required? Does it have to be completed in the classroom?

2. What types of media provide the information needed to complete the task? What media do my students have available to them? What types of media do they have prior
experience with? What types of media are common or required for the subject matter?

3. Can I select media that is already created? Will something work with a little
modification? Do I need to design something myself?

phase 4
Utilize Media and Materials

Now you must decide how the materials will be used by the students. Preview the materials and practice the lesson. Next, prepare the room and be sure the necessary equipment and facilities are available and ready for your use before you actually use the lesson. Once selected, the media needs to be created and utilized.

It is important to preview all materials before assigning them to students. This step could be used as an opportunity to conduct instruction as a pilot or a test run. Test the materials to make sure they are appropriate and make adjustments before presented the materials to students.

phase 5
Require Learner Participation

Learners need to practice what they have learned. Describe how the learners will actively use the materials you have selected. Correct responses should be reinforced. There should be activities included in the lesson or that allow learners to respond and receive feedback before any type of evaluation is administered.

The basis of the learning theory is that students learn through active engagement with their learning environment, not passive engagement. Participation includes discussion, small group learning and testing or assessment. It is important to allow for frequent feedback on the students' performance and many opportunities to practice what they have learned.

phase 6
Evaluate and Revise

After instruction, you must evaluate the entire instructional process. Did the learners meet the objectives? Did the media/materials assist the learners in reaching those objectives? Could all learners use the materials properly? If there are discrepancies between what you intended and what actually happened during the lesson, make appropriate revisions before making the lesson again

This last stage is often neglected but it is the most important one. At this point in the process you need to evaluate the student's performance, the materials and the assessment methods.

After looking at all of these areas, decide if the intended outcome was reached.
· Did the skills/ concepts get taught?
· Did the students meet the set performance objectives?
· What was their attitude toward the learning environment?
· Did the materials work?
· Did the materials help the students meet their objectives?

If performance objectives were not met, try to determine the cause. Has my audience
changed?
· Were the objectives unclear?
· Was my assessment fair?
· Did the materials match the objectives?
· Did media failure prevent students from learning key pieces of information?

When results are unsatisfactory, consider the possibility that the course performed poorly, not the students.