Detailed description of the steps in an ASSURE model lesson plan

1. THE ASSURE MODEL
by D. Williams Young ,
Dip Ed,B.Ed(Hons.), MET

2. What is the ASSURE model?
• The ASSURE model is a constructivist approach to
training design was developed by Robert Heinich
and Michael Molenda of Indiana University and
James D. Russell of Purdue University the 1990’s.
• The ASSURE model is being used universally in the
classroom to ensure the effective use of technology
media in the classroom.

3. Philosophical Ideology
The ASSURE model incorporates the principles of
Robert Gagne’s (1985) conditions of learning which
maintains that:
• Different instruction is required for different learning
outcomes.
• Events of learning operate on the learner in ways that
constitute the conditions of learning.
• The specific operations that constitute instructional events
are different for each different type of learning outcome.
• Learning hierarchies define what intellectual skills are to
be learned and a sequence of instruction.

4. Why is it so widely acclaimed?
The ASSURE model is
 A procedural guide for planning and delivering instruction
that integrates technology and media into the teaching
process.
 A systematic approach to writing lesson plans.
 A plan used to help teachers organize instructional
procedures.
 A plan used to help teachers do an authentic assessment of
student learning.
 A model that can be used by all presenters.

5. The ASSURE model is
an acronym derived from the verb descriptor of
the six tasks associated with the approach.
• Analyse learners
• State objectives
• Select methods, media and materials
• Utilize media and materials
• Require learner participation
• Evaluate and revise

6. Analyze learners
General Characteristics:
 age, grade, cultural/ethnic group, gender, socio-economic
factors, physical/emotional/or social problems,
exceptionalities and other types of diversity
Specific Entry Competencies:
 Prior knowledge, skills and attitudes ( Do learners have
biases or misconceptions about the subject?)
Learning Styles:
 Visual, auditory,verbal, logical- mathematical, structured,
tactile/kinesthetic...

7. State Objectives
Audience
• Specifies learners – Who are your students?
Behaviour
• Observable behaviour – behaviour to be demonstrated,
real-world skill
Conditions
Equipment, tools, aids or references that may be used,
environmental conditions
Degree
• States standard for acceptable performance (time,
accuracy, proportion, quality)

8. Select Methods, Media and Materials
Method
• Decide on the most appropriate instructional method
Media
• Choose media most suitable to synchronize with the
instructional method, the objectives and the students.
Materials
• Select available materials and/or modify existing
materials or design new materials

9. Utilize Media and
Materials
• Preview and practice - Never use anything you have not
thoroughly checked and practiced to use.
• Prepare the environment – ensure you have sufficient space
and adequate equipment
• Prepare the learners for the learning experience
• Conduct instruction

10. Require Learner Participation
• Active physical and mental engagement
• Get all learners actively and individually
involved
• Allow learners to practice
• Provide feedback

11. Evaluate and Revise
• Evaluate impact and effectiveness
• Assess student learning and performance
• Revise wherever there are discrepancies
Were the media and instruction effective ?