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TOPIC NAME :- ASSURE MODEL

NAME :- SK TOUFIKUL ISLAM
DESIGNATION :- M.ED TRAINEE OF GANGADHARPUR
SIKSHAN MANDIR .
ASSURE :-
The ASSURE model is an ISD (Instructional Systems Design)
process that was modified to be used by teachers in the regular classroom The
ISD process is one in which teachers and trainers can use to design and develop
the most appropriate learning environment for their students. You can use this
process in writing your lesson plans and in improving teaching and learning.
OBJECTIVE : -
A. Participants at the ASSURE workshop,
B. Will describe the major parts of the ASSURE model of instructional
development and give an example from their own experience, of each step in the
process,
C. At the conclusion of the lecture, on not
GRAPHICAL SKETCH OF ASSURE MODEL
MEANING :-
The ASSURE model incorporates Robert Gagne’s events of instruction to
assure effective use of media in instruction.
A — Analyze learners
S — State standards & objectives
S — Select strategies, technology, media & materials
U — Utilize technology, media & materials
R — Require learner participation
E — Evaluate & revise.
DIFFERENCE BETWEEN AIDDE & ASSURE MODEL :-
DESCRIPTION THE STEPS OF ASSURE MODEL :-

A – Analyze Learners :-
The first step in the process is that the teacher should analyze the attributes of
her learners. There should be a focus on those learner characteristics which are associated
with the learning outcomes desired. The information gathered will help you in the decisions
that you make with respect to the other steps in the process. When you determine the
character of the learners, it will guide you in choosing specific strategies and resources to aid
the learning process.
The analysis of your learners should include:
 The general attributes of your learners, such as age, academic abilities, gender,
interests, etc.
 Prior competencies
 Learning styles, such as auditory, visual, and tactile
S – State Standards and Objectives :-

After the analysis of the learner attributes, the teacher
must state standards and objectives for the learning module. This statement consists of a
specification of what the learners will be able to do as a result of the instruction.
To be more concrete about things, this statement will focus on what the learner will know or
be able to do as a result of the instruction. An example of this is with medical students. The
learners will be able to name at least two databases and two search techniques that they can
use to locate medical evidence for particular cases. The objectives can be used in assessing
the success of the students, perhaps for the grading process. Also, you can use them to
let the learners know what they will accomplish through the class.
S – Select Strategies, Technology, Media, and Materials :-
The second “s” in the acronym stands for select strategies, technology, media,
and materials. Given what your learning objectives are, it’s necessary to pick instructional
strategies, technology, and media that will bring about the results that you want.
First, you should figure out what which delivery method will be best for your instruction. For
instance, what proportion of your instruction will be instructor-centered and what proportion
of will be student-centered? The first of these are strategies such as lecture, demonstration or
showing a video. The second are strategies such as group discussion or cooperative group
work.
Common sense weighs in on the side of learner-centered strategies. Learning becomes more
exciting when there is more class participation. Ultimately, it’s the learner who must gain
mastery over the material, not the teacher. However, there will be a certain amount of crucial
information and technique that the teacher must give over and demonstrate.
U – Utilize Technology, Media, and Materials
This step in the ASSURE process concerns making a plan as to how you will
utilize the technology, media, and materials that you have selected. As with all of the
instructional steps, you must make sure that your plans contribute towards producing the
objectives that you have laid down.
R – Require Learner Participation

This step actually belongs within earlier steps. It requires that you make plans to
how you are going to actively engage your students in the material that you are teaching.
This needs to be figured out both at the class level and the individual level.
The most basic step that you can take is requiring participation of the students
in class discussions. A more sophisticated approach would require that students prepare
questions and comments at home to bring into the class. You might try even allowing
individual students to lead classes or discussions in the style of a seminar.
E – Evaluate and Revise
The final step in the ASSURE process is just as crucial as all of the others.
In this step, you evaluate the impact of your teaching on student learning. This includes an
evaluation of your teaching strategies and the technology, media, and materials that you
used. The following questions are useful to ask during this evaluation:
 Did your lesson meet the learning objectives that you planned? How will you
determine whether the students reach the objectives? Is your way of assessing the
students in line with your learning objectives?
 Can this lesson be improved? How? How are you going to assess the weaknesses in
your presentation?
APPLYING PROCESS OF ASSURE Model IN BLENDED

LEARNING :-
1. Conduct surveys and online assessments to research audience.

To focus on the specific needs of your learners, you will first have to know
what those needs are. Surveys, focus groups, interviews, and eLearning
assessments are all valuable tools that can help you analyze your audience’s
traits and experience levels. They can also give you a good indication of
their learning styles, such as which exercises will appeal to them and how
they absorb information.
2. Create custom-tailored objectives.
Aside from the organization-wide objectives and goals that you’ve created,
you should also develop goals that are learner-specific. What learning
behaviors do they need to display? What knowledge do they need to know
by the end of the blended learning course?
3. Choose tech tools that align with common goals.
One of the most common blended learning strategy mistakes is using
technology just for the sake of technology, rather than finding the tools that
are ideal for the particular audience and training goals. Ideally, you should
choose tools that your learners are already familiar with or have a minor
learning curve, rather than those that may be difficult to master.
4. Give the tech tools and materials a test-run.
To verify that all of your tech tools are in working order and that your
learners can use them effectively, it’s always a good idea to give your
technology a test-run before you offer them to your learners. For example,
if you are using tablets in the classroom, you should ensure that all of the
devices are working properly, fully charged, and loaded with the right
applications.
5. Understand that your ASSURE strategy is a work in progress.

After you’ve created your ASSURE plan, you must
keep in mind that it has to adapt with the changing needs of your learners. It
must also adapt to the ever-evolving technologies, so that you can offer your
future learners the best resources you have at your disposal. If there is a
learning activity that is no longer serving the needs or goals of your learners,
they you may want to consider modifying or omitting it from your training
curriculum altogether. The same goes for your eLearning assessments, online
training content, or even the level of tech integration. For instance, you may
discover that your learners might benefit from even more tech tool usage.
CONCLUSION, :-
The ASSURE process is really just a matter of common sense.
However, it is good to follow a regimented guide to improve your
teaching technique. Any effective teacher knows that the perfection of
their technique does not come overnight, and there is always room for
improvement. By following the ASSURE process, you will be sure to
improve your teaching for many years to come.
REFERENCES :-
Aziz, H. (2003) Assure Learning Through the Use of the ASSURE Model.
Retrieved October 10, 2009, from
http://www.valenciacc.edu/oit/articles/articles_detail.cfm?ID=45
Benson, A. (2003) S2M2 Design models. Retrieved October 14, 2009, from
http://faculty.ed.uiuc.edu/abenson/cohort4/Portfolio/models/t3_models.doc
Blogbus.com (2008) The ASSURE Model. Retrieved October 14, 2009, from
http://tstc-et.blogbus.com/logs/21760881.html

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E-CONTENT

TOPIC NAME :- ASSURE MODEL

DESCRIPTION THE STEPS OF ASSURE MODEL :-

S – State Standards and Objectives :-

R – Require Learner Participation

APPLYING PROCESS OF ASSURE Model IN BLENDED

1. Conduct surveys and online assessments to research audience.

5. Understand that your ASSURE strategy is a work in progress.

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