The ASSURE Model: Ensuring Effective Lessons

The ASSURE Model

Lesson planning is an essential aspect of education and is the primary role of teachers. Proper lesson planning is the best way to provide effective learning opportunities for students in the classroom. Lesson planning becomes even more important as teachers determine how to incorporate different technology resources within the curriculum. An instructional model provides a step-by-step guide for planning lessons. There are a variety of models available for teachers to use, but one that textbook Integrating Technology and Digital Media in the Classroom recommends is the ASSURE Model.

The ASSURE Model is built upon six basic steps that should be developed to create well-developed instructional lesson that incorporates technology

and media. These steps are outlined below and can be found using the following websites for additional information:

http://www.mscd.edu/~act2/courseconstruct/assure.html

http://itchybon1.tripod.com/hrd/id15.html

1. Analyze the Learner

In this step of the model teachers must first analyze the general characteristics of the class. The teacher must also understand the students as learners including what prior knowledge they may have and what learning styles might best work for these students.

2. State Objectives

This step outlines the basic outcomes that are expected of students at the end of the lesson. It is important to be sure that these fit with the curriculum standards set by the state or school district. These objectives are often written in an ABCD format:

• A = Audience - Who are specific learners that the objectives are intended for?
• B = Behavior - What specific skills should the learner be able to perform as the end result?
• C = Conditions - This specifies what setting and tools the learner will be working in or with.
• D = Degree - This describes the level to which students skills should be at the end of the instruction.

The following are examples of objective provided from the previously mentioned websites:

The Drama I class will be able to identify and draw stage directions using pencils and rulers with 100% accuracy. (Or) The kindergarten class will identify the colors, red, green, and blue using blocks 9 out of 10 tries. (Or) The Tenth grade English class will identify and discuss the effects of symbolism in the short story "Young Goodman Brown" using their text, Paper, and Pen in one hour.

3. Select Methods, Media, and Materials

Here the teacher will decide what materials are needed for the lesson, the textbook outlines this step using three procedures: 1) Decide on the method of instruction, 2) Choose the media format that is appropriate for the method, 3) Select, modify, update or design materials for the instruction. During this step teachers may also check the availability of materials in their building or district.

4. Utilize Methods, Media, and Materials

During this step in the model, teacher will first begin by preparing materials for the lesson. Teacher who have worked with technology know that there can and will be "kinks" that should be worked out as best as possible prior to instruction. In this step teachers may also formulate a plan for how to demonstrate the materials as well as how students will utilize materials.

5. Require Learner Participation

This is the step that plans how students will be engaged in the lesson. What activities, projects, or grouping will engage students in the lesson. Each piece of this step should fit with the objectives for the lesson and support student learning and understanding.

6. Evaluate and Revise

This step allows for teachers to not only determine an evaluation of knowledge students gained, but also how effective the lesson was. Teachers can use their evaluations to make revisions for future use and increased effectiveness of the lesson.

Utilizing the ASSURE Model

Reflecting and searching for ways that teachers can use the ASSURE Model when building their lessons I found the following video which outlines the use of the Model in a professional development training on wikis for teachers. Using this Model can provide teachers a way to build creative and powerful lessons that integrate the use of technology in the classroom.

The ASSURE Model in My Classroom: CAD Instruction for Fashion Design

1. Analyze the Learner

For this first step, I like to get to know my students first. I may begin class with an evaluation or a pre-quiz to test student prior knowledge of computers and work with other CAD programs. Usually this may ask students to list and describe the other computer classes they have taken while in school. This knowledge gives me an idea of what experiences my students have had and where I may need to begin with instruction. I also try to determine at this point what learning styles work best for my students. I always incorporate a variety of learning style methods within my lessons, but it is good to know individual student strengths and where they may have difficulty.

2. State Objectives

Student objectives for this lesson is that the class will learn the tools for using CAD software to create fashion designs. By the end of the lesson students will be able to perform CAD tool functions so that they may be used in lessons throughout the semester.

3. Select Methods, Media, and Materials

For this lesson I will be incorporating the use of a PC computer lab that is equipped with a mounted LCD projector and SMART board. We will also be using CAD software that is paired with a Software called Instant Designer that is used for designing fashions.

4. Utilize Methods, Media, and Materials

Throughout the lesson the LCD and SMART Board will be utilized for demonstrations and student practice using the CAD software. Students will also be using the software to practice and demonstrate their knowledge.

5. Require Learner Participation

Throughout the lesson students will keep an e-notebook for each of the CAD commands. Students will also create several small projects throughout the lesson to show their ability to use the software. Small students groups will create reviews and tutorials to present CAD functions to the class. Students will compile all of this information into a class portfolio that will be built upon as the class continues.

6. Evaluate and Revise

At the conclusion of the lesson students will evaluate their work and complete peer evaluations using designed rubrics. As the instructor I will also use rubrics to evaluate their work throughout the lesson and for their final portfolio. I also evaluate the unit itself and revise any issues when necessary.

ASSURE Model

The ASSURE Model, according to Shelly, Cashman, Gunter & Gunter (p344, 5th edition), is an instructional model created by Heinich, Molenda, Russell, and Smaldino that is a guide for planning instruction or a lesson. There are however, a number of instructional models that may be used when designing a lesson such as ADDIE, Kempt, Diamond and so forth. As I have looked into most of these, I found that they are very similar in purpose and have many of the same steps. Integrating Technology and Digital Media in the Classroom focuses on the ASSURE Model.

There are six steps included in the ASSURE Model. They are:

1. Analyze the Learner

2. State Objectives

3. Select Methods, Media, and Materials

4. Utilize Methods, Media, and Materials

5. Require Learner Participation

6. Evaluate and Revise

"The ASSURE Model is an instructional model used by educators to develop technology-enriched lessons" (p344, 5th edition). For more information on the ASSURE Model, I have included this video that gives detailed information and instruction for educators.

There are many, many possible lessons that can be created with the ASSURE Model. The following is a lesson I created for my American Literature class.

Lesson: Huck Finn research Paper

1. Analyze the Learner: Who are the learners? What are their skill levels? What are their learning styles?----In my classroom, my students are predominately Caucasian, from middle class families, with involved parents according to our district records. They are all 11th graders. While they are at varied skill levels, most students in my class are academically average or above. Out of 140 students, I have 8 in the Special Education Program and accommodations and modifications are employed. There are several different learning styles in each class ranging from Kinesthetic, oral, and visual. While teaching, I never use just one approach because of the different learning styles and objectives for the lesson. Because not all students have the same technology skills, before complete our research paper, our school librarian gives each 11th grade class a computer basics and beginners research class (2days).

2. State Objectives: What do you want the learners to gain knowledge of? What are the specific learner outcomes?----Curricular Standard Objective> Students will be able to demonstrate through reading, writing, speaking, and listening that the novel The Adventures of Huckleberry Finn was a social commentary by Mark Twain about the Reconstructionist South and that some critics assert the ending is flawed and the novel is essentially racist. Lesson Objective> Find credible and relevant sources to help guide and support thesis, Synthesize information into manageable and usable material, Organize information to clearly convey thesis, Create a personal opinion about the thesis question based upon the novel and the researched literary criticism, Use specific quotes from the novel and the criticism to support your personal assertion, Use the six traits of writing, use the writing process, and Use standard MLA citation.

3. Select Methods, Media, and Material: What methods of instruction will you use? Which media are appropriate? Which material will you need?----Students will use a vast array of media and material. Students typically use print, internet, computer lab, computers, instructions, zip/flash drives or other memory storage devices, media center, ERIC, EBSCO, and other online sources. While they do use media to gain information and ideas, it is not used to present any material as this is a research paper, not a presentation. There are many methods a teacher may use to teach this lesson. Amongst the methods I typically use is the Socratic Seminar, lab, practice, and instructor led. By using the multiple methods, I can reach more learners, engage the students through discussion, evaluate understanding, and demonstrate task.

4. Utilize Methods, Media, and Material: How will you use the methods and media? How will you use the materials? What is your instructional strategy?----As stated above, the librarian prepares students for computer lab and research use through direction instruction and demonstration including how to use EBSCO and other online sources such as YouTube, .gov, and .edu (this is actually a refresher for most students as they have this training in 9th and 10th grade). Through weeks of seminar lecture and discussion, students are prepared to give an opinion, synthesize information, and organize essay. As the instruction, I schedule several days in the lab to research and compose essays.

5. Require Learner Participation: What will the learner be required to do? Will the learners engage in active or passive learning?----Because the Web is being used, guidelines are given to the students (as suggested in our books). They are provide required elements for the research paper and a grading rubric. I try to make their research and writing engaging and active by pulling up examples on my smart board, provide previous students work, group discussion and individual conferencing.

6. Evaluate and Revise: Did the lesson meet the objectives? How will you evaluate content and technologies used? How will you revise and improve?----Because a rubric for scoring is provided before completion of the assignment, I use the rubric for evaluating the student and as part of the evaluation process for the lesson. As we all have different students every year, what works for one set of students, may not work for another set. Evaluating my lesson and assignment needs not only personal reflection of delivery and goals, but also student evaluation. When this is looked at, the rubric, instruction, and delivery method may need to be change to improve student outcome.

The ASSURE Model not only provides an instructional model for educators to follow when creating lessons, but also includes an evaluation process for the teacher, students and lesson. Most successful and "good" teachers are reflective on their practices. Revision is part of the process. Using this model can help you in your endeavor of being a insightful, and successful teacher leading the profession.

The following is an example of a Webquest an English teacher created using the ASSURE Model.

http://www.nelliemuller.com/ASSURE.Instructional.Unit.The.Giver.htm

Another valuable site I was able to find numerous other sources using the ASSURE Model can be found at http://clifmims.wetpaint.com/page/Lesson+Plan+Models