1. The ASSURE Method / Model
A – Analyze Learners
S- State Objectives
S- Select methods, Media, and Materials
U- Utilize Media and Materials
R- Require Learner Participation
E- Evaluate and Revise

2. ASSURE
A method used originally by the US Air force
When Dr Robert Gagné was the Director of the
learnig Laboratory.
His learning theory called the "Conditions of
Learning".
His research revealed that a well-designed
lesson begins with the arousal of the student.

3. The break down of ASSURE
A- Analyze Learners: A common ground
between the learner and the content of the
method, media and materials to be used is
vital in the success of instruction. While
impossible to examine every trait, there are
several that are critical and need to be taken
into consideration when making instructional
decisions.

4. 3 traits worth analyzing …

General Characteristics

Learning Styles

Specific entry competencies

5. General Characteristics
Even a superficial analysis of general
characteristics can provide great leads into
selecting the correct support material,
methods, and media
Among the basics:
 Age
 Gender
 Grade Level
 Culture

6. More…
Different groups of students call for different
approaches. Homogeneous groups are rare
and even when working with one, their
instructional demands may call for further
analysis. (Dale’s Cole Experience)
People remember 20% of what they hear,
10% of what they read, 30% of what they
see, 50% of what they hear and see, 70% of
what they say and write, and 90% of what
they say as they do it.

7. Learning Styles
Learning Styles are based on how the
individual perceives, interacts, and responds
to a learning environment.
Dr Howard Gardner believes that not all
people learn in the same way and they do not
have the same abilities. Gardner identified 7
different intelligences (later revised to 9…
Naturalist and Existentialist.

8. Gardner’s Theory
Implies that teachers and administrators, as
well as curriculum planers and media
specialists need to work together to develop
a curriculum in which the students can
develop these different intelligences. He also
stated that student’s strengths and
weaknesses in each of these areas vary.

9. Specific Entry Competencies

Two assumptions that will come back to haunt you :
The student lack the skills and knowledge for what
you are about to teach them

The student possesses the skills and knowledge for
what you are about to teach them

We all know what happens when we ASS-U-ME

10. What to do about
Assumptions?

Verify them

Entry Test

Interviews

Set Prerequisites

11. Other factors
There are other factors to be considered
when assessing competencies:

Motivation

Physiological factors (health, gender, hunger,
temperature as explained by Dunn & Dunn

12. Next Letter
S- State objectives: What learning outcome is
every student / participant expected to
achieve?
Remember that an objective is what will be
achieved, not how it will be achieved.
Objective should always be as specific as
possible

13. ABCD’s of Well-Stated
Objectives

Audience

Behavior

Conditions

Degree

14. Audience
In a learning environment, learning is
measured not by what the teacher is doing,
but by what the student is doing.
Learning is more likely to take place when the
learners are actively participating; mentally
and/or physically.

15. Behavior
It is important to be clear as what the learner
is able to do after completing instruction…
Terms like Know, understand, appreciate,
and others like them are consider vague and
non-observable.
Use of terms like describe, enumerate,
develop, categorize and demonstrate is
preferred because they denote observable
performance.

16. Conditions
Conditions in which the performance is to be
observed should be included. How is it going
to be done?
Example: student will identify tropical fruits.
How is/she going to do that? From a picture,
a film, tangible object?
Would the student be able to see notes?
Is there a time frame?

17. Degree
As in degree of accuracy.
How accurate the performance needs to be?
Example: After learning the use of a
manufacturing machine, how many units shall
the learner produce? In how long?
The degree along with the conditions are
often left out of the lesson plan…. A mistake
!!!!

18. Select The 3 M’s

Methods

Media

Materials

19. 3 Steps in selecting the 3 M’s

Relation between Method and Learning Task

Media Format

Obtaining Materials to fit the Learning Task

20. Keep it simple, Keep it simple!!

Do not re-invent the wheel

Do not be afraid to ask

Seek help

Show how good the material is, not the media

21. Choosing the Method

“There is more than one way to skin a cat”

In reality, not method is superior to all others,
or serve all learning needs equally

Variety is the spice of life

What works for one ….does not for others

22. Media Format …
In simple words is the vehicle used to display
and transport information. It is audience
based, and there is an issue of reliability.
All formats have their strengths and
limitations. There is virtually a new one every
day… making the process of choosing the
media format a rather complex one.

23. Some Media Formats








Still Images
Text
Flip Cards
Computers & Multimedia
Audio (voice-music)
TV
Overheads
Show and Tell

24. Obtaining Materials
There are 3 overall alternatives in obtaining
materials to fit the learning task:

You can only work with what you have

Improvise with what you have

Make your own

25. How do you go about it?








Get people involve
Run the idea by others (brainstorm)
See what others have done
Survey the sources
Seek an specialist
Media Guides
NICEM
?

26. Criteria








Does it match the curriculum?
Current
Language
Reading level
Maintain interest
Technical quality
PC and Bias-Free
What does the audience take home?

27. When your own is all you got!







Objective
Audience
Cost
Stick with what you know…at first
Equipment
Facilities
Time

28. Utilize Media and Materials

Availability of Media is an ever-changing
matter

Who is using it is what matters

Student centered

Teacher Centered

29. 5 P’s…





Preview the materials: Save yourself from some
embarrassment
Prepare the Material: Do not Assume!
Prepare the environment: Have everything ready
Prepare the learners: Introduction and
motivation… give some expectations
Provide a learning Experience: They remember
your presentation, not you giving it!

30. Showmanship
Refer to page 20-21 of the ASSURE file
Please….

31. Require Learner Participation

Learning styles

John Dewey

Learning theories

Curricular design

Feedback

32. Evaluate and Revise





Remember that you are not only evaluating
the material …but the media used as well.
Evaluate thoroughly and often
Do not be afraid to modify on the go
…sometimes it is needed
Asses depending on the nature of the
objective
Use as many different evaluation as possible

33. ASSURE
THE END