EDUC 13 – TECHNOLOGY TEACHING AND LEARNING 1

Theories and Principles in the Use and Design of Technology-Driven Learning Lessons

The ASSURE Model

At the end of the lesson, you should be able to:

Introduction

This section will discuss one instructional design model that can be used in planning
instruction for teaching. The ASSURE instructional design (ID) model uses a six-step process to
effectively integrate the use of technology and media into lessons to improve student learning.
For successful instruction to occur, cautious arranging is required. As a future teacher, this
model is intended to help you viably coordinate media/innovation into your lesson or instructions
– to help – guarantee learning.

Abstraction

What is ASSURE Model?

The ASSURE model is an instructional framework or rule that instructors can use to
create lesson plans which coordinate the utilization of innovation of technology and media
(Smaldino, Lowther and Russell, 2008). The ASSURE Model emphasizes the student and the
general result of achieving learning targets. The ASSURE model is an enhanced advancement
of the ADDIE general model. Although the ASSURE model has six stages, which don‘t relate to
ADDIE‘s five, ASSURE additionally presents configuration stages, and offers with it the two
principle includes: the underlying spotlight on examination and the cyclic structure.

The exceptional component of this model is that it is centered to arranging and directing
instruction that fuses media (Heinich, Molenda and Russel, 1993). Its principal point of view is
on the best way to incorporate media (any sort of media) into guidance in a technique equipped
for delivering the ideal learning results. Created by Robert Heinich and Michael Molenda
decades prior, the ASSURE model picked up ubiquity due to its utilization in a well-known
course reading for instructors.
 It is a notable instructional structure control that utilizes the constructivist point of view,
which integrates multimedia and technology to upgrade the learning condition (Lefebvre 2006).
The ASSURE model was altered to be used by educators in the study hall by Smaldino,
Lowther, and Russell, 2008. The teacher leans toward the ASSURE model since it is intended
to be utilized for a couple of long stretches of instruction and every individual understudy. This
model doesn‘t require high multifaceted nature of conveyed media, profound ID information, or
high correction of plans (Gustafson and Branch, 2002). The ASSURE model gives the new or
beginner teacher a general guide to follow to assist them with deduction increasingly like
experienced teachers.

This model was developed by Heinrich and Molenda in 1999 and is based closely on the
Instruction Events of Robert Gagne. Furthermore, Smaldino, Lowther & Russell, 2008, adapted
the ASSURE model to be used by teachers in the classroom. Understanding when to use
teaching techniques and immersive technology is key to being successful academically in the
future.

Six Steps of ASSURE Model

The ASSURE Model has six steps, each represented by a letter in the acronym title, with
each step describing a set of tasks central to the informed selection and use of educational
technology. The ASSURE acronym stands for these essential components:

Analyze Learners – The first step in the process is to make the instructor evaluate her
learner’s attributes. Those learner characteristics that are correlated with the optimal
learning outcomes should be given a priority. The collected information will help you with
the decisions you make on the other steps in the process. When you assess the
learner’s character, this will help you in choosing different techniques and tools to assist
the learning process. Your learner analyzes will include:
 General attributes of learners (e.g., age, academic abilities, gender, interests,
etc.)
 Prior competencies
 Learning styles, such as auditory, visual, and tactile

State Objectives – The next step in planning is to state the objectives of the lesson or
presentation accurately. Targets must be specified in terms of what the learner (not the
instructor or presenter) would do as a result of the training (in behavioral conditions).
Your lesson will have two or three clear targets. Usually, goals include four (4) essential
parts:
 A statement that describes the intended Audience. For example, ―The first-
grade student will . . . or ―The student will . . . ―
 A description of the student‘s anticipated Behavior resulting from your teaching.
This conduct must be detected to be assessable. For example, it is beneficial to
use action verbs such as add, alphabetize, organize, construct, pick, classify,
contrast, define, describe, diagram, identify, kick, mark, locate, create, multiply,
name, produce, pronounce, choose, sketch, sort, determine, say, throw,
emphasize, verbalize and compose. Ignore such terms as learning, appreciating,
grasping, or understanding.
 A description of the Condition to be observed for results. What tools does it
require the student to use (e.g., a map, a dictionary)? Which tools or equipment
does it need the student to use? Will the student be permitted to use notes or a
summary when composing an article?
 A declaration of the learner‘s Degree of accuracy or ability must be
demonstrated to pass forward. The conditions should be based on the real-world
and not specified on the multiple-choice test. Time and efficiency are also crucial
to other purposes. Will an English student in 11th grade be able to write a theme
in 5 paragraphs within 50 minutes? If a third-grade student can solve at least
seven of ten single-digit multiplication problems, can the instructor believe he or
she has mastered the concept?

Select Media and Materials – In this step, you have set the starting point (the student‘s
current information, aptitudes, and perspectives) and the consummation point
(objectives) of your instruction. Presently, your activity is to fabricate an instructional
 scaffold that will associate the two focuses. You may choose accessible materials,
change existing materials, or structure new materials to help achieve the task. You may
select a few distinct kinds of media to use with the unit. Any of the media/innovations
examined in the content will be fitting.
Utilize Media and Materials – Here you should choose how the students will utilize the
materials. Next, set up the room and be sure the essential hardware and offices are
accessible and prepared for your utilization before you use the exercise. It‘s vital to
follow the ― five p’s process to achieve this:
 Preview the Technology, Media, and Materials
 Prepare the Technology, Media, and Materials
 Prepare the Environment
 Prepare the Learners
 Provide the Learning Experience

Require Learner Performance – This step expects you to depict how you will get every
student effectively and exclusively engaged with the exercise. Students understand best
when they are effectively engaged with the learning experience. Whatever your teaching
approaches, make sure to fuse questions and replies, conversations, group work,
hands-on exercises, and different methods of getting the students engaged effectively
with the learning of the contents. You should give close consideration to your students
and feel sure that they are really getting a handle on the content and not merely tuning
in. Taking an interest in the learning will encourage this degree of comprehension.
Permit them to build information instead of attempting to feed them with information.
Finally, for this step, feedback must be provided to the learner before any type of
evaluation is conducted.

Evaluate and Revise – The last advance of the ASSURE technique is to Evaluate
Student Performance. Here the assessment ought to be coordinated to the target.
Eventually, this final stage is the most significant. You should assess the guidance
procedure through, and through utilizing the goals you made before all else. It is useful
to consider your complaints, the instructional process, the instructional materials, and
the appraisal. By assessing the students against the targets, it tends to be resolved if the
exercise was successful and whether any progression should be altered or rethought.

The ASSURE lesson plan model guides in the joining of innovation into study hall guidance.
It fills in as a guide for educators and spotlights fair and square of innovative help applied. The
best possible utilization of this model will enhance day by day exercises and understudy
exercises and expand the capability of open innovations.
 Application

Activity 1. Using a Venn diagram, compare and contrast an ASSURE lesson plan from 3I’s
lesson plan.

ASSURE 3Is

Similarities
Activity 2. Examine the teacher’s use of the ASSURE model to create technology-integrated
lessons and implement these lessons with their students in a variety of settings. Answer the
questions in the analysis section below.

ASSURE Model Lesson Plan

Lesson Title: Macbeth Introduction

I. Analyze Learners

Learner’s general characteristics: The lesson is designed for 11th-grade high school
students. This is an in-class support class comprised of 7 male and 11 female students,
of which six (6) students have Individualized Education Program (IEP) accommodations.
Academic ability and learning styles vary. In general, students become easily distracted
and lose focus quickly. The students are familiar with the work of William Shakespeare
and are capable of identifying the various literary devices found in work.

Entry characteristics: The students in this class are skilled in the use of computers and
tablets. However, their proficiency in this technology is limited to the use of social media
and entertainment applications.

Learning styles: Although the class is comprised of students of all learning styles, the
majority of students in this class are tactile learners.

II. State Standards and Objectives:

This lesson is designed to meet the Common Core Standards for Language Arts.
The standards covered in this lesson plan include:

Objective 1: The students will be able to determine the atmosphere created in Act I,
scene i of the play and discuss how language and choice setting is responsible for that
atmosphere.

Curriculum Standard
Analyze the impact of the author‘s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed)

Objective 2: The students will be able to rewrite Act I, Scene i of Macbeth, using
modern terminology.

Curriculum Standard
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.

Objective 3: Students will be able to understand the significance of Act I, scene i of

Curriculum Standard
Analyze how an author‘s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
 Objective 4: Students will experience varying interpretations of Act I, scene i of Macbeth
and produce their interpretation.

Curriculum Standard
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one
play by an American dramatist.)

III. Select Strategies, Methods, Media, and Materials

Strategies: A variety of teacher-centered and student-centered approaches have been

Technology and Materials: Students will have access to computers, printers,

Media: Students will use print, audio, texts, visuals such as photos, and clip art or
drawings to create assignments.

IV. Utilize Technology, Media, and Materials

Prepare the Materials: With the assistance of the instructional technology coordinator,
Classroom computers and chrome books will be checked and ready for student‘s use.
Appropriate software will be accessible to the students.

Prepare the Environment: Desks are to be arranged in a manner that allows for small
group work. Additionally, a computer station must be accessible to all students to
complete various aspects of the assignment.

Prepare the Learners: Students will have been prepared for this lesson during the
lesson progression.

Prior: Students have notes on Shakespeare and literary devices, which can be referred
to as needed.

V. Require Learner Participation

Student participation in this lesson will include both large and small group
activities. The lesson is structured to begin with, with large group instruction and
activities to prepare for the smaller group activities.

Large group activities: The lesson will begin with students assuming roles and reading
Act I, scene i of Macbeth. A brief discussion will focus on what the students think is
happening in the scene. Student reading will be followed by students listening to a
recording of the scene. Using the Promethean Board, students will begin to develop a
comparison chart of what they read and what they heard. This will be followed by
viewing the performance of the scene via YouTube. Students will add to the chart upon
completion of the viewing.

Small group activities: The students will break into groups of three or four to rewrite the
scene they have just watched. They will use computers to access the internet for
research and assistance. Once rewritten, students will use PowerPoint presentation
software to present their version of Act I, scene i to the class.

VI. Evaluate and Revise

Student activities will be evaluated using the rubric (attached rubric).

1. How does the teacher use the ASSURE model to integrate technology into the
instruction?
2. What do you think is the impact on student learning from the ASSURE-based
instructional lessons?
3. What are your perceptions of implementing the instruction and of student learning with
technology?