The Assure Model
THE ASSURE MODEL
A well planned lesson is half of the battle won; the other half is the delivery of the lesson by the facilitator who has the pedagogical skills in implementing what has been planned. This will ensure the achievement of learning outcomes. This will engage learners to perform expected standards. That is why, it is important that before teaching, elements needed to be incorporated when designing a plan have to be plotted well.
ASSURE model is a guide in crafting an instructional flow that can guide the teacher in integrating appropriate technology and media into the instructional process. It also refers to a systemic approach that the teacher can use when writing an instructional plan.
This model is composed of six essential steps in planning instruction. Theoretically, it is a mental framework that a teacher considers.
The first step of the procedure is Analyze Learners.
With the learner as the center of the instructional process, the initial consideration is to get a clear picture of the learners' learning styles, age level, interests of preferences, background, special needs and cultural diversity.
The second step of the procedure is State Objectives.
This is the main instruction guide that will direct the flow to reach the target. Known as the learning outcome expected of the lesson, this statement describes what the learner would be able to perform as a result of the instruction.
The third step is Select Methods, Media and Materials.
Selecting the appropriate way of delivering the lesson and using the applicable media or technology can effectively make learners acquire understanding of the lesson or gain the competence desired. The teacher has to decide which strategy, materials or technology would be best considering the learners and the desired learning outcomes.
The fourth step is Utilize Methods, Media and Materials.
Having selected the strategy, media and materials is halfway of the task done. Planning how to implement these entails a lot of consideration. Bearing in mind the learning outcome of the lesson, the teacher decides which part of the instructional flow will a particular material or technology be employed and the manner on how it will be more effective to achieve the learning outcome.
The fifth step is Require Learner Participation.
Student engagement is an important element. The learners have to be made to understand their role in taking accountability of their own learning. Therefore, the teacher has to design sections of the lesson where the learners are guided to participate in and perform tasks with minimal or no supervision at all.
The sixth and the last element is Evaluate Student Performance.
Assessing learners' performance can take a place across phases of the lesson. However, it is emphasized that the basic rule is that the evaluation should be congruent to the learning outcome provided in the lesson. Some learning outcomes can be sufficiently evaluated using a pen and paper test but there are other learning outcomes that can be assessed by using rubric or having a aggregated write - up through the use of a portfolio assessment. The teacher decides which is appropriate for the intention of the evaluative activity.
In conclusion, the ASSURE process is really just a matter of common sense. However, it is good to follow a regimented guide to improve your teaching technique. Any effective teacher knows that the perfection of the technique does not come overnight, and there is always room for improvement. By following the the ASSURE process, you will be sure to improve your teaching for many years to come.
Reference: Technology for Teaching and Learning 1
Authors: Purita P. Bilbao, EdD
Ma. Asuncion Christine V. Dequilla, PhD
Daisy A. Rosano, PhD
Helen B. Boholano, LIB, EdD
Blog by: Charlene Mancao
This model is composed of six essential steps in planning instruction. Theoretically, it is a mental framework that a teacher considers.
The first step of the procedure is Analyze Learners.
With the learner as the center of the instructional process, the initial consideration is to get a clear picture of the learners' learning styles, age level, interests of preferences, background, special needs and cultural diversity.
The second step of the procedure is State Objectives.
This is the main instruction guide that will direct the flow to reach the target. Known as the learning outcome expected of the lesson, this statement describes what the learner would be able to perform as a result of the instruction.
The third step is Select Methods, Media and Materials.
Selecting the appropriate way of delivering the lesson and using the applicable media or technology can effectively make learners acquire understanding of the lesson or gain the competence desired. The teacher has to decide which strategy, materials or technology would be best considering the learners and the desired learning outcomes.
The fourth step is Utilize Methods, Media and Materials.
Having selected the strategy, media and materials is halfway of the task done. Planning how to implement these entails a lot of consideration. Bearing in mind the learning outcome of the lesson, the teacher decides which part of the instructional flow will a particular material or technology be employed and the manner on how it will be more effective to achieve the learning outcome.
The fifth step is Require Learner Participation.
Student engagement is an important element. The learners have to be made to understand their role in taking accountability of their own learning. Therefore, the teacher has to design sections of the lesson where the learners are guided to participate in and perform tasks with minimal or no supervision at all.
The sixth and the last element is Evaluate Student Performance.
Assessing learners' performance can take a place across phases of the lesson. However, it is emphasized that the basic rule is that the evaluation should be congruent to the learning outcome provided in the lesson. Some learning outcomes can be sufficiently evaluated using a pen and paper test but there are other learning outcomes that can be assessed by using rubric or having a aggregated write - up through the use of a portfolio assessment. The teacher decides which is appropriate for the intention of the evaluative activity.
In conclusion, the ASSURE process is really just a matter of common sense. However, it is good to follow a regimented guide to improve your teaching technique. Any effective teacher knows that the perfection of the technique does not come overnight, and there is always room for improvement. By following the the ASSURE process, you will be sure to improve your teaching for many years to come.
Reference: Technology for Teaching and Learning 1
Authors: Purita P. Bilbao, EdD
Ma. Asuncion Christine V. Dequilla, PhD
Daisy A. Rosano, PhD
Helen B. Boholano, LIB, EdD
Blog by: Charlene Mancao
Thank you for the information.
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DeleteNice idea
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DeleteThroug this assure model it can help us to analyze our decision making
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