EDU3105 T4 - ASSURE MODEL

TOPIC 4 PLANNING, SELECTIION, PRODUCTION AND EVALUATION

OF TEACHING MEDIA : ASSURE MODEL

SYNOPSIS

This topic focuses on the use of the ASSURE model in planning lessons and classroom
learning.

LEARNING OUTCOMES

By going through the learning activities this topic, hopefully the teacher will be able to:
i. Describe the ASSURE Model
ii. Apply the ASSURE model in planning, selecting, producing and evaluating
instructional media

TOPIC SUMMARY

4.1 Introduction
4.2 The ASSURE Model

4.1 Introduction

Before starting a lesson, the teacher has to plan, select, develop and evaluate
instructional media. If teachers do not plan systematically and completely, the teaching
objectives might not be achieved. In this regard, it is very important to master the
knowledge of instructional design. The ASSURE Model is a classroom-oriented design
model which can be used by the teacher to plan, select, produce and evaluate
instructional media.

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4.2 The ASSURE Model

The ASSURE model was designed by Heinich, Molenda, and Russell (1982). It aims to
provide guidance for teachers to plan and implement more effective teaching. Carefully
planned lessons, besides attracting students’ attention and making them intersted, can
forged positive thoughts in the students towards their teacher and increase their
confidence in the teachers’ credibility.

The model was reorganized in 2002. Further discussion in this module will refer
to the latest ASSURE model.

•Analyse learner
A

•State the objective

S

•Select methods, media and materials

S

•Utilise media and materials

U

•Require Learner Participation

R

•Evaluate and Revise

E

Figure 1: The ASSURE Model

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A - Analyse learner
 General Characteristics
 Competency precondition
 Learning styles

S - State the objective

 ABCD concept
 Classify Objectives
 Individual objectives and differences

S - Select methods, media and materials

 Determine the appropriate method for the
learning task
 Choose the right media for the method
selected
 Choose the specified media
 Modify the media
 Design the media

U - Utilise media and materials

 Preview the material

 Prepare the materials
 Set up the environment
 Prepare the students
 Provide learning experiences

R - Require Learner Participation

(Encourage student participation)

 Involve students in learning activities

such as drills, discussions, quizzes,
projects and so on.
 Reinforcement is given after receiving
responses from the students.

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 E - Evaluate and Revise

 Aspects of student achievement

 Learning outcomes
 Evaluate media and methods
 Media Quality
 Teachers’ usage
 Students’ usage

4.2.1 Analyse Learner

Media to be used in teaching and learning should be suitable for the students for it to be
efficient and effective. No doubt to identify the needs of each student is difficult,
however, students can be analysed based on several criteria such as:

4.2.1.1 General Characteristics

Knowing the general characteristics of students can help teachers to plan, select,
develop and evaluate media more effectively. The general characteristics include age,
year/ level, class, flow, gender, background socio-economic status, culture, interests and
attitudes etc. Teachers can find out the general characteristics through interaction with
students, observation or review of existing student records.

For example, if a teacher has identified that only a few students are interested in a
subject, action can be taken by the teacher to stimulate learning through kinesthetic
activities such as simulations, role playing and acting. Video presentation or electronic
presentation can also be used as a stimulus for group discussion activities.

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4.2.1.2 Prerequisite Competency

Prerequisite competency is related to the sudent’s experience and knowledge. This is

very important because it will have a great impact on a student's learning process.
Teachers can identify existing knowledge or experience of students through pretest done
for a topic before the lesson begins, through question and answer sessions or by
interacting with the students.

After analyzing the students’ capability, the teacher can easily identify the appropriate
media and methods to be used so that students can receive messages more effectively
and clearly. For example, the teacher assumes students have understood the concept
added in math when there are students who have yet to understand the concept, they
would fail to capture the topic if teachers continue to teach without identifying students'
prior knowledge. Clearly, the teacher must be sensitive to the existing each student
competencies.

4.2.1.3 Learning Style

Dunn and Dunn (1992) has intorduced a standard instrument to measure learning styles
and preferred learning environmens of students. Learning style refers to the
psychological traits and style that explains how individuals perceive, interact, and react
emotionally to the learning environment. Individual learning styles influence the way
individuals process information, and form student’s perceptions and behavior.

Each student has his own learning style and are different from each other. Some
students prefer to learn on their own, some like to discuss with friends or in a group,
some like to learn in a quiet and calm, some like to learn in well lit light area, some like to
learn with the accompaniment of music, some like to learn by observation and research
and so forth.

Teachers plan lessons and examine learning styles with appropriate media to make the
learning process more effective and efficient. For example, auditory learning style is
more suitable for students prefer verbal commands or reading aloud.

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4.2.2 State the objective

Once able to analyze the students, teachers can focus on the learning objectives. The
objective refers to the learning outcomes of what students have achieved after learning
a topic. Therefore, the objective should be stated clearly and specifically because the
statement of objectives helps teachers:
i. select media and delivery methods that are appropriate
ii. provide positive learning environment
iii. evaluate learning achievement

Good objective statements are clearly formulated takes into account the "ABCD"
concept :
i. Audience (target group - students)
ii. Behavior (behavior that can be seen as a result students)
iii. Conditions (Conditions to be fulfilled in order to achieve the desired behavior)
iv. Degree (standard minimum level of behavioral achievement)

4.2.2.1 Audience (target group - students)

Intended target group is students. The process of learning will occur when students
are actively involved in learning activities.

Example: At the end of the lesson, teaching and learning can be .....

4.2.2.2 Behavior (behavior can be seen as a result students)

Behavior described in the objective must be a visible and measurable

achievements. The list below is a term that indicates the behavior of the explicit
word selection:

measure draw name sketch

labeling match elaborate predict
explain read indicate compile
identify classify choose generate

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 assess estimate propose build

Example: mark and name after looking at the map given by the teacher

4.2.2.3 Conditions (Conditions to be fulfilled in order to achieve the desired behavior)

Conditions to be met could help teachers prepare appropriate media, the teaching and
learning steps and the learning environment.

Example: mark and name after looking at the map given by the teacher

4.2.2.4 Degree (Minimum level of behavioral achievement)

Minimum level of behavioral achievement refers to the quality or quantity of behavior or

the stipulated time period. The easurement of such level allows teachers to follow up
especially those students who have yet to achieve the learning objective. This means
that teachers can carry out remedial work for students who have not mastered the
learning objective and carry out enrichment activities and reinforcement for students
who have mastered learning objective.

Example: marked and named twelve of the fourteen states accurately and
correctly.

Examples of writing overall objectives by component ABCD:

At the end of teaching and learning, students can:

 Label name on the tourist map of Malaysia for at least 12 of the
14 places with the right and proper.
 Explain at least 3 of the 5 effects of air pollution after reading
the newspaper quotations given.

Objectives should be focused on the skills or the ability to think, and the student’s
attitudes, feelings, and physical and interpersonal skills.

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Discussion

Identify more explicit words that can be used to measure changes in

students' behavior after the teaching and learning process has been implemented.

4.2.3 Choosing the appropriate technology, methods, media, and resources

When teachers have identified the ability of the students and are clear about what they
should obtain from the learning process, the teacher should be ready to make a
selection. The steps in the selection of technology, methods, media and materials
appropriate resources are:
i. determine the appropriate type of technology to be used
ii. select appropriate methods for teaching and learning
iii. choose appropriate forms of media for the method chosen
iv. select, modify and design the selected media

4.2.3.1 Determining the appropriate type of technology to be used

The choice of technology should be based on student characteristics and learning styles
of students. At the same time, teachers need to think about the accessibility of the
material / of resources to be used. A criteria to be considered is flexible technology
based on the activity to be undertaken. It is fitting that for computer technology to be
applied to the project activity, presentation, and simulation.

4.3.2.2 Selecting appropriate methods for teaching and learning

If asked, what is the most appropriate method is used in process of teaching and
learning? The answer is more than one method. There is no specific method to be
adopted for each level of teaching. Teachers must think and plan teaching methods that
they feel can be achieved and in accordance with the learning task. Such methods may
include simulation, play, field studies, plays, drills and so on. Determination of the
method should be based on the learning objectives to be achieved. For example, to

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draw the focus of students at the beginning of the lesson can be done by the simulation
method, followed by demonstrations, practical exercises and drills to deliver information
to students who have not mastered a skill.

4.2.3.3 Choosing the right form of media for the method chosen

Forms of media refers to how forms of information are displayed. Accordingly media
selection should be appropriate teaching methods, objectives and student experience,
and feedback. Media selection focuses on the appropriateness to the existing
curriculum, language that is clear and accurate, timely and accurate information, spark
student curiosity, technical aspects of of good quality and a complete guide.

Such media include photographs, slides, maps, drawings, transparency, and three-
dimensional materials such as puppet, shadow puppets, marionettes, aquarium, video
clips, audio, multimedia presentation packages and others.

Teaching and learning resource materials refers to their subject matter that is the focus
of learning. The resource can be in the form of quotes, text, articles and so on.

Resource selection can be based on three criteria:

i. use of available resources
ii. modification of existing resources
iii. designing of new resources

4.2.3.4 Selecting, modifying and designing selected media

Selecting media refers to the selection of resources that can help achieve the required
objectives. Selection of available resources should follow severals criteria such as:
i. Fulfill the curriculum
ii. Information is accurate, reliable and timely
iii. Language is clear and easy to understand
iv. Interests and motivates students
v. Encourage students involvement
vi. Having quality
vii. There is evidence of the effectivenes of use
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 viii. Free from bias
ix. Having a guidebook or user manual

If there is a shortage of materials or the selected media being not suitable for the
teaching and learning process, the teacher can modify or redesign the selected media.
To modify the media there are some things to think about include the objectives, student,
cost, technical expertise, equipment, facilities and time. Teachers can also create their
own form of materials. Media are not only made up of photographs, computer software,
videotapes, audio but also includes hardware such as computers, printers, scanners,
televisions and others.

Discussion

What are the places/agencies that can help you identify, select and
modify the material to be used in teaching and learning?

4.2.4 Using technology, media and teaching and learning materials

The process of using media and materials in teaching is most important because even if
the media and the material used is interesting, but does not achieve the of teaching and
learning objectives, then the teaching and learning process has failed. There are five
steps that need to be considered to ensure that the media is optimally used:

i. Preview material before being used in the classroom

ii. Provide equipment and make sure it works and know how to use it.
iii. Provide appropriate environment
iv. Prepare students
v. Provide learning experiences

Before the teaching begins, make sure that the teaching materials are appropriate and
functions well.

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4.2.5 Encourage student participation

Learning becomes fun when there is an active group of students. Therefore in

order to ensure that this process occurs, the teacher must engage students with a
variety of activities including drills, discussion, group work and so on. Teachers should
provide opportunities for students to participate in the planned activities. Reinforcement
activities should be given to the student immediately after the students give the correct
response.

4.2.6 Evaluate and review the effectiveness of teaching and learning

The final stage in the ASSURE model is to evaluate and review the plan,
emphasizing on the assessment of learning and teaching process. Evaluation involves
the following aspects:
i. evaluating student achievement based on student performance (set objectives
specified), the performance in terms of students skills and attitudes.
ii. learning produced
iii. evaluate media and methods
iv. media quality
v. usage by teachers and
vi. usage by students.

Evaluation occurs throughout the teaching and learning process before, during
and after (via practice reflection). This is to ensure the selection of objectives, media
and resources are appropriate to student ability. Evaluation during the teaching process
can be done through observation of students' learning behavior. Teachers can modify or
take other alternative techniques problems arises.

Evaluation if teaching will result in ideas for making improvements. Teachers

will be able to plan more effectively as a result of making reflections and student
feedback. Besides that, teachers can correct the teaching steps, the selection of
objectives selection of media in subsequent planning.

SUMMARY

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The ASSURE Model is very helpful in planning a program which uses various types of
media. The model consists of several stagesincluding analysis of students, stating
objectives, selecting media and materials, use of media and materials, encourage
students participation and evaluate and revise. All the stages are focused on
emphasizing teaching to students with various learning styles. Students are required to
interact among themselves and not passively receiving information so that the process
of teaching and learning can be implemented smoothly and effectively.

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Exercise

Explain how the ASSURE model is used to plan a teaching and learning
process.

Multiple choice questions:

1. When planning for a teaching session, important aspects regarding the student that
need to be analysed are
I. Intelligence
II. Learning styles
III. Gender
IV. Socio-economic status
A. I and II
B. I, II and III
C. I, II and IV
D. I, II, III and IV

2. What are the features that need to be taken into account while witing an objective?

A. Criteria
B. conditions
C. performance
D. All of the above.

3. Provide materials; prepare the environment; prepare students and provide learning
experiences, is a stage in the ASSURE model. At which stage does the statement
refer to?

A. Analysis
B. Select
C. Using materials
D. Impulse

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BIBLIOGRAPHY

Dunn, R. & Dunn, K. (1992). Teaching Secondary Students through Their individual
learning Styles: Practical approaches for grades 7-12. Boston: Allyn and Bacon.

Heinich, R., Molenda, M., Russell, JD, & Smaldino, SE (1999). Instructional media and
technologies for learning. 5th Edition. New Jersey: Prentice-Hall.

Heinich, R., Molenda, M., Russell, JD, & Smaldino, SE (2002). Instructional media and
technologies for learning. 7th Edition. New Jersey: Prentice-Hall.

Mohd Jizat Abdol, Abdul Razak Idris dan Jessnor Elmy (2006). Teknologi pengajaran
dan pembelajaran. Johor : UTM.

Norasiah Abdullah, Nor Risah Jamilah Mat Lazim & Rosnah Ahmad Zain (2009).
Teknologi dalam pengajaran dan pembelajaran. Selangor: Penerbitan
Multimedia.

Noriati A.Rashid, et. al. (2009). Teknologi dalam pengajaran dan pembelajaran. Shah
Alam: Oxford Fajar.

Wan Zah Wan Ali, Dr. et al. (2008). HBEM3103. Prinsip teknologi pengajaran. Kuala
Lumpur: OUM.

Instructional Design. Access on September 20, 2012 from

[http://www.instructionaldesign.org/models/assure.html ]

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