The Summary of Chapter 3 of Teaching Media Course
CHAPTER 3
The assure model
1. The
ASSURE Model
2. Analyze
Learners
3. States
Objective
4. Select
methods, media and materials
5. Utilize
media and materials
6. Require
learner participation
7. Evaluate
and revise
1. THE
ASSURE MODEL
The ASSURE model-a procedural guide for planning and conducting instruction that incorporates media and technology-assumes that training or instruction is required. It focuses on planning surrounding the actual classroom use of media and technology. Such models include the procedures of the ASSURE model and the processes of needs analysis, subject matter analysis, product design, prototype tryout, system implementation, and the like.
2. ANALYZE
LEARNERS
It is not feasible to analyze every
trait of your learners. Several factors, however, are critical for making good
methods and media decisions:
a. General
characteristics
General characteristics include broad
identifying descriptors such as age, grade level, job or position, and cultural
or socioeconomic factors.
b. Specific
entry competencies
Specific entry competencies refer to
knowledge and skills that learners cither possess or lack: prerequisite skills,
target skills, and attitudes.
c. Learning
styles
Learning style, refers to the
spectrum of psychological traits that affect how we perceive and respond to
different stimuli, such as anxiety, aptitude, visual or auditory preference,
motivation, and so on. Learning style variables discussed in the literature can
be categorized as :
Ø Perceptual
preferences and strengths
Ø Information
processing habits
Ø Motivational
factors
Ø Physiological factors
3. STATE
OBJECTIVES
you must know your objectives in
order to make appropriate selection of methods and media. Your objectives will,
in a sense, guide your sequence of learning activities and your choice of media,
also to help ensure proper evaluation. A statement of objectives may viewed as
a type of contract between teacher and learner:
a. The ABCDS of Well-Stated
Objectives
A well-stated objective starts by
naming the Audience for whom the objective is intended.
Ø Audience
Ø Behavior
Ø Conditions
Ø Degree
b. Classification
of Objectives
Classifying objectives is much more
than an academic exercise for educational psychologists. It has practical value
because the selection of instructional methods and media, as well as evaluation
methods, depends on the types of objectives being pursued.
c. Objectives
and Individual Differences
Objectives are not intended to limit what students learn but rather to provide a minimum level of expected achievement.
4. SELECT
METHODS, MEDIA, AND MATERIALS
A systematic plan for using media and
technology cer- tainly demands that the methods, media, and materials be
selected systematically in the first place. The selection process has three
steps:
a. Choosing
a method
b. Choosing
a media format
c. Obtaining
specific materials
Ø Selecting
available materials
Ø Modifying
existing materials
Ø Designing
new materials
d. Selecting
available materials
How do you go about making an
appropriate choice from available materials?
Ø Involving
the Media/Technology Specialist
Ø Surveying
the Sources
Ø Selection
Criteria
Ø The
Instructor's Personal File
e. Modifying
existing materials
f. Designing new materials
5. UTILIZE
MEDIA AND MATERIALS
The recommended utilization
procedures are based on extensive research. The general principles have
remained remarkably constant. The main difference has to do with who is using
the materials.
a. Preview
the materials
b. Prepare
the materials
c. Prepare
the environment
d. Prepare
the Learners
e. Provide
the Learning Experience
6. REQUIRE
LEARNER PARTICIPATION
The constructivist, like the
behaviorist, views learning as an active process. But the emphasis is on active
mental processing, not physical activity. All perspectives also emphasize the
importance of feedback (productive critical evaluative response): behaviorists,
cognitivists, constructivists and Social psychologists.
7. EVALUATE
AND REVISE
Evaluation and revision is an
essential component to the development of quality instruction.
a. Evaluation
Evaluation has two purposes here:
Ø Assessment
of learner achievement
When developing assessment tasks,
start with your objective and design an activity, which calls for the behavior,
stated in the objective. The objective's statement of acceptable performance
will help you develop the criteria for evaluating the individual student or
group's performance.
Ø Evaluation
of Methods and Media
The results of your evaluation should
be entered on an Appraisal Checklist.
b. Revision
The final step of the instructional cycle
is to sit back and look at the results of your evaluation data gathering.
Reference
Molenda, M., Russell, J. D., Heinich, R. (1993). Instructional Media and the New Technologies of Instruction. Britania Raya: Macmillan Publishing Company.
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