ASSURE Model (Selecting methods, media, and materials)

ASSURE MODEL

The ASSURE model was developed by

Heinich, Molenda, Russell, Smaldino

(1999) and is an instructional model for

planning a lesson and the technology

that will enhance it.

The ASSURE Model is:

Ø A procedural guide for planning and delivering

instruction that integrates technology and media into

the teaching process.

Ø A systematic approach of writing lesson plans.

The ASSURE Model is:

Ø A plan used to help teachers organize instructional

procedures.

Ø A plan used to help teachers do an authentic

assessment of student learning.

Ø A model that can be used by all presenters.

The ASSURE model contains six steps

and the letters in ASSURE form an

acronym.

A - Analyze the learners

S - State objectives

S - Select methods, media and materials

U - Utilize media and materials

R - Require learner participation

E - Evaluate and revise

Select Methods, Media

and Materials

A systematic plan for using media and

technology certainly demands that the

methods, media, and materials be

selected systematically in the first place.

The selection process has three steps:

1.) Deciding on the appropriate method for the

given learning tasks.

2.) Choosing a media format that is suitable for

carrying out the method.

3.) Selecting, modifying, or designing specific

materials within the media format.

Choosing a Method

Method - a particular form

of procedure for accomplishing

or approaching something, esp.

a systematic or established one.

These are several methods that help students

learned in the class.

1.) Motivation

4.) Information 3.) Orientation

5.) Evaluation 2.) Application

Motivation

Motivation - is basis and a psychological

feature that arouses an organism to act towards

a desired goal and elicits, controls, and sustains

certain goal-directed behaviors. It can be

considered a driving force; a psychological one

that compels or reinforces an action toward a

desired goal.

Application

Application – the act in which a learner

applies his knowledge of a certain

information using his cognitive, affective and

psychomotor domains of learning.

Orientation

Orientation – an introduction in which a

learner is guided to a adjust in a new specific

situation, surrounding, employment and

activity.

Information

Information – knowledge communicated or

received concerning a particular fact or

circumstances.

Evaluation

Evaluation – an act or instance of evaluating

or appraising. In Educational Technology it is

the process of diagnosing each student about

their performance especially regarding the

enhancement of the different domains of

learning.

Choosing a Media

Format

A media format is the physical form in

which a message is incorporated and

displayed.

Types of Media Formats:

RO - Real Objects (models)

T - Printed Text ( handouts, books, computer screen )

CB - Chalkboard or Whiteboard

OT - Overhead Transparencies

SL - Slides

V - Video ( tape, disc, television )

G - Graphics ( photos, charts, diagrams )

A - Audio ( tape, CD )

CS - Computer Software

Real objects - are objects from real life

used in classroom instruction by

educators to improve students'

understanding of other cultures and real

life situations.

Types of Media Formats

Real objectsTypes of Media Formats

Printed text – the main body of matter in

a manuscript, book, newspaper, etc., as

distinguished from notes, appendixes,

headings, illustrations, etc.

Printed Text

Chalkboard – is a reusable writing

surface on which text or drawings are

made of sticks of calcium sulphate or

calcium carbonate , known, when used

for this purpose, as chalk.

White Board - (also known by the

terms marker board, dry-erase

board, dry-wipe board, pen-board, and

the misnomer grease board) is a name for

any glossy, usually white surface for

nonpermanent markings.

Chalkboard and WhiteboardTypes of Media Formats

Overhead Transparencies - also known in

industrial settings as a "viewfoil" or "foil", is

a thin sheet of transparent flexible material,

typically cellulose acetate, onto which

figures can be drawn. These are then placed

on an overhead projector for display to an

audience.

Overhead TransparenciesTypes of Media Formats

Slides - A slide is a single page of a presentation

created with software such as PowerPoint or

OpenOffice Impress. A presentation is composed of

several slides. The best presentations use

approximately ten to twelve slides to get the message

across.

SlidesTypes of Media Formats

Video – the elements of television, as in

program or script, pertaining to the

transmission or reception of the image.

VideoTypes of Media Formats

Graphics - are visual presentations on

some surface, such as a wall, canvas,

screen, paper, or stone to brand, inform,

illustrate, or entertain.

GraphicsTypes of Media Formats

Audio – pertaining to, or employed in the

transmission, reception, or reproduction

of sound.

AudioTypes of Media Formats

Computer Software - or just software, is any

set of machine-readable instructions that

directs a computer's processor to perform

specific operations. The term is used to

contrast with computer hardware, the

physical objects (processor and related

devices) that carry out the instructions.

Computer SoftwareTypes of Media Formats

Consumer Marketing of Educational Products

As the Consumers Union provides objective

evaluative information about household products to

general consumers, the Educational Products

Information Exchange (EPIE) Institution provides

educational software evaluations to the education

and training communities.

EPIE Institute – is a non profit agency that has been

in operation since 1967. Its purpose is to “gather and

disseminate descriptive and analytic information –

along with empirical information on performance

and effects on learners – about instructional

materials and systems.”

Evaluation Services offered by EPIE:

* The Education Software Selector (TESS) is a

comprehensive database of educational software at

every level from preschool to college.

Over the years TESS has been available in a variety

of formats, most recently on CD-ROM.

Evaluation Services offered by EPIE:

* Eight major integrated instruction systems (or

integrated learning systems) are evaluated in The

EPIE Report on Computer-Based Integrated

Systems, which draws on extensive research by

experts in software evaluation and curriculum.

* EPIE’s Curriculum Analysis Services for Education

(CASE) provide schools with a means of analyzing,

designing, and aligning their stated curriculum outcomes,

textbooks, and other instructional resources. A school’s

testing program can be compared with state and national

programs and curriculum priorities. The service provide

grade-by-grade printed reports that are useful for

understanding and improving a school’s curriculum and

instructional program.

The Instructional Media

• Instructional media encompasses all the materials

and physical means an instructor might use to

implement instruction and facilitate students'

achievement of instructional objectives.

The Instructional Media

• This may include traditional materials such as

chalkboards, handouts, charts, slides, overheads,

real objects, and videotape or film, as well newer

materials and methods such as computers, DVDs,

CD-ROMs, the Internet, and interactive video

conferencing.

Why use Instructional Media?

• A good aid is like a window, it should not call

attention to itself, it should just let in the light.

Why use Instructional Media?• In general, you should use media whenever, in

your best judgment, it can facilitate learning or

increase understanding of your material. Of

course, communicating to facilitate learning can

be a challenging process, often requiring creative

efforts to achieve a variety of implicit

instructional goals.

Why use Instructional Media?

• Among the implicit goals that media can help

achieve are the following:

- attracting attention

- developing interest

- adjusting the learning climate

- promoting acceptance (of an idea)

Steps in the Implementation of Instructional Media

• Review instructional goals, objectives, audience

and instructional strategy.

• Determine the best medium for your lesson

components.

• Search for and review existing media/materials.

• Adapt existing media/materials if necessary.

• If new media/materials need to be developed:

-Determine format, script, visuals, etc.

-Draft materials and media

-Check for clarity and flow of ideas

• Conduct formative evaluation

• Implement/apply

• Evaluate/revise

• In the instructional development outline above

(“Determine the best medium for your lesson

components”) is among the most confusing

aspects of the process.

• Models for media selection range from simple

procedures or algorithms to complex theoretical

schemes. Some are based on the communication

‘channel’ being used (audio, video, etc.) or the

characteristics of the media itself.

• Other emphasize the learning outcomes being

addressed, while still others focus on learner

attributes or educational theory or the teaching-

learning process.

Types of Instructional Media

Multimedia

Multimedia - refers to content that uses a

combination of different content forms. This contrasts

with media that use only rudimentary computer

displays such as text-only or traditional forms of

printed or hand-produced material. Multimedia

includes a combination of text, audio, still

images, animation, video, or interactivity content

forms.

Video – the elements of television, as in

program or script, pertaining to the

transmission or reception of the image.

Graphics

Graphics - are visual presentations on

some surface, such as a wall, canvas,

screen, paper, or stone to brand, inform,

illustrate, or entertain.

Audio – pertaining to, or employed in the

transmission, reception, or reproduction

of sound.

Printed text – the main body of matter in

a manuscript, book, newspaper, etc., as

distinguished from notes, appendixes,

headings, illustrations, etc.

Types Instructional Media

Real objects

and models

Real objects - are objects from real life

used in classroom instruction by

educators to improve students'

understanding of other cultures and real

life situations.

Obtaining Specific

Materials

* SELECTING AVAILABLE MATERIALS

* MODIFYING EXISTING MATERIALS

* DESIGNING NEW MATERIALS

Selecting Available

Materials

The majority of instructional materials used by teachers and trainers are “off the shelf”

--- that is, ready-made and available from school, district, or company collections or other easily accessible resources.

Involving the Media/Technology Specialists

• The media/technology specialist can be an

important resource for you.

• You may need new materials to update the

content of a unit.

• The media/technology specialist can tell you

about materials housed in a local resource

center or school library media center.

• Identify and discuss your options.

• As the specialist gains a better idea of your

needs, arrangements can be made to contact

area media collections (public, academic, or

regional) to borrow potentially useful

materials.

• If you and the media/technology specialist

collaborate with each other teachers in your

school or district who desire similar materials,

you may have an easier time in acquiring

materials from national museums or

organizations.

• An appointed group of teachers may review

selection and evaluation guides and identify

new materials to be purchased for future use.

• Involving other teachers in the preview process

also allows you to compare ideas and available

materials.

• Teachers tend to become more critical an

selective as they increase their collective

knowledge of media and material alternatives.

Surveying the Sources

• You might survey some of the published

reference guides or the Internet to get a

general idea of what is available.

• Unfortunately, no single comprehensive

guide exists for all audiovisual materials

available in all media formats in all

subjects; you may have to consult several

sources.

• There are three types of guides that can

help you select media --- comprehensive

guides, selective guides, and evaluative

guides.

• Comprehensive guides help you identify

the scope and possibilities.

- A-V Online

- Bowker’s Complete Video Guide

• Selective guides are a compilation of the

“best” instructional materials.

- Only the Best Computer Programs

- Best Videos for Children and Young Adults

- The Elementary School Library Collection

• An advantage of these selective guides is

that time has allowed the “best” to surface

from a comparison of similar products on

the market.

• A disadvantage is that during the time

required for this process to take place,

some items may have become outdated

and newer items of good quality may not

have been included.

• Evaluative guides are current and will keep

you up to date about new materials.

- Booklist

- School Library Journal

- Choice

- Video Rating Guide

• One of the more comprehensive sources is

a set of two indexes published by NICEM

(National Information Center for

Educational Media) : Film & Video

Finder and Audiocassette & Compact

Disc Finder.

• “A-V Online” is a CD-ROM that lists

thousands of educational, informational,

and documentary materials along with

their sources.

• The disc includes a variety of media

formats, such as video, audio, film,

filmstrips, slides, slide-tape programs,

overhead transparencies, and multimedia

• If you are working in elementary or

secondary education, you might consult

several additional sources that cover a

range of media formats, such as Core

Media Collection for Elementary Schools

and Core Media Collection for Secondary

Schools.

• These books recommend specific

audiovisual titles as core materials for

elementary and secondary school media

collection.

• For general and adult audiences, a major

guide is the Reference List of Audiovisual

Materials, produced by the U.S.

government.

• It describes all the training and

educational materials produced by the

armed forces and other government

agencies that are available for general

purchase.

SELECTION CRITERIA

• The decision about whether to use a particular

piece of instructional material depends on

several factors.

• Recent research confirms that certain criteria

are critical in the appraisal of materials

(McAlpine & Watson, 1994).

Selection CriteriaMedia Selection

Ø Media should be selected on the basis of student

Ø We must consider the total learning situation.

Ø Should follow learning objectives.

Ø Must be appropriate for the teaching format.

Ø Should be consistent with the students'

capabilities and learning styles.

Ø Should be chosen objectively.

Ø Should be selected in order to best meet the

learning outcomes.

Ø No single medium is the total solution.

Ø Does it match the curriculum?

Ø Is it accurate and current?

Ø Does it contain clear and concise language?

Ø Will it motivate and maintain interest?

Ø Does it provide for learner participation?

Ø Is it of good technical quality?

The Instructor’s Personal FileEvery Instructor should develop a file of

media references and appraisals for personal

use. An excellent way for you to begin is to

develop your own personal file of Appraisal

Checklists by using the “Classroom Link

Portfolio” CD-ROM.

The Instructor’s Personal FileAppraisal Checklists – Provide a systematic

procedure for judging the qualities of specific

materials.

“Classroom Link Portfolio” CD-ROM -

Modifying Existing

Materials

Modifying Existing Materials

* 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.

Modification Techniques

• For example, perhaps the only available visual

showing a piece of equipment being used in a

middle school wood-working class is from a repair

manual and contains too much detail and complex

terminology. A possible solution to the problem

would be to use the picture but modify the caption

and simplify or omit some of the labels.

• Let’s say there is just one video available that shows

a needed visual sequence, but the audio portion of

the video is inappropriate because it is too high or

too low a conceptual level or discusses

inappropriate points. A simple solution in such case

would be to show the video with the sound turned

off and provide the narration yourself.

• Another modification technique, which many

instructors overlook, is to show just a portion of a

video, stop the VCR, discuss what has been

presented, then continue with another short

segment followed by additional discussion.

• Modification also can be made in the audio

portion of foreign-language materials or English-

language materials used in a bilingual classroom.

• Narration can be changed from one language to

another or from a more advance rendition of a

foreign language to a simpler one.

Videocassette Recorders

Provide teachers with the opportunity to

modify television programs that previously were

available only as shown on the air.

One frequently modified media format is a set

of slides with an audio tape. If the visuals are

appropriate but the language is not, it is possible to

change the language. It is also possible to change the

emphasis on the narration.

Some instructional games can be readily

modified to meet particular instructional needs. It is

possible to use a given format and change the rules of

play to increase or decrease the level of

sophistication.

If you try to out modified materials while they

are still in more or less rough form, you can then

make further modifications in response to student

reaction until your materials meet your exact needs.

Designing New

Materials

It is easier and less costly

to use available materials, with

or without modification, than

to start from scratch. There is a

seldom justification for

reinventing the wheel.

However, there may be

times when your only recourse

is to design your own materials.

As in the case with selecting

from available materials, you

must consider certain basic

elements when designing new

materials.

* Objectives. What do you want your students to

learn?

* Audience. What are the characteristics of your

learners? Do they have the prerequisite knowledge

and skills to use or learn from the materials?

* Cost. Is sufficient money available in your budget

to meet the cost of supplies (videotapes, audiotapes,

etc.) you will need to prepare the materials?

* Technical Expertise. Do you have the necessary

expertise to design and produce the kind of materials

you wish to use? If not, will the necessary technical

assistance be available to you? Try to keep your

design within the range of your own capabilities.

Don’t waste time and money trying to

produce slick professional materials when simple

inexpensive products will get the job done.

* Equipment. Do you have the necessary equipment

to produce or use the materials you intend to design?

* Facilities. If you design calls for use of special

facilities for preparation or use of your materials, are

such facilities available?

* Time. Can you afford to spend whatever time

necessary to design and produce the kind of materials

you have in mind?

ASSURE Blueprint

Select Methods, Media

and Materials

The teacher first selects a teaching method,

followed by materials and equipment that are

available at the school. He also modifies and

develops other materials. The method she chooses to

use large-group instruction with small groups.

Materials that can be used in a classroom discussion:

• Overhead Projector

• iMac Computers

• AppleWorks

• Video Camera and Tape Recorder

Materials that can be used in a classroom discussion:

• Data Projector

• Flip Chart

• Handouts

MERRY CHRISTMAS & HAPPY NEW YEARPrepared by: Mark Anthony G. Arrieta

BSEd-Math-2

ASSURE Model (Selecting methods, media, and materials)

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types of media formatsslides

types of media formatsvideo

types of media formatsaudio

media intotheteachingprocess

physical objects processor

instructional model

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