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Introduction To Model Assure

The document introduces the Model Assure for planning instruction. It involves analyzing learners, stating objectives, selecting methods and materials, utilizing media and materials, requiring learner participation, and evaluating and revising. The model guides instructors to first understand learners, then state clear objectives for what learners will be able to do. Instructors next select appropriate methods, media, and materials, and utilize them while involving learners through questions, discussions and activities. Finally, instructors evaluate the process and make revisions to improve future instruction.

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Quzaimie
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54 views

Introduction To Model Assure

The document introduces the Model Assure for planning instruction. It involves analyzing learners, stating objectives, selecting methods and materials, utilizing media and materials, requiring learner participation, and evaluating and revising. The model guides instructors to first understand learners, then state clear objectives for what learners will be able to do. Instructors next select appropriate methods, media, and materials, and utilize them while involving learners through questions, discussions and activities. Finally, instructors evaluate the process and make revisions to improve future instruction.

Uploaded by

Quzaimie
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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INTRODUCTION TO MODEL ASSURE

By: Atikah Satnam Kay

A-ANALYZE LEARNERS
Specific entry competencies (prior knowledge, skills, and attitudes about the topic), and learning styles (visual, musical, verbal, logical, etc.).

The first step in planning is to specifically identify your audience.

Your audience can be students, new teachers, members of an organization, a youth group etc.

You must know the audience if you are to select the best medium to meet the objectives you have set.

The audience can be analyzed in terms of their general characteristics (grade level, age, sex, mental, emotional, physical or social problems, socioeconomic status etc.)

S-STATE OBJECTIVES
The next step in planning is to specifically state the objectives for the instructional experience. Objectives are the learning outcomes, that is, what will the student get out of the lesson?

Hence, they must be stated in behavioral terms of what the learner (not the teacher or presenter) will be able to do as a result of instruction.

Objectives typically contain four basic parts:


Audience-who your learners are? Behavior to be demonstrated Conditions under which the behavior will be observed Degree to which the learned skills are to be mastered.

S-SELECT METHODS, MEDIA AND MATERIALS


Once you know your audience and have a clear idea of what they should get out of the lesson.

Select available materials and modify existing materials.

Then it is time to select the appropriate method for the given learning task.

Design new materials to help accomplish this task.

U-UTILIZE MEDIA AND MATERIALS

Learners should be prepared for the learning experience. Then, conduct the instructional experience. Next, prepare the room and make ready the necessary equipment and facilities.

decide how the media, materials and technology must be used to carry out your method/s.
It is important to preview the materials before using them. If you decide to use electronic equipment, practice using the equipment in advance to be sure everything works.

It is also important to practice the lesson itself before it is implemented.

If all is not well, (equipment malfunctions) ensure that you have a plan B.

R-REQUIRE LEARNER PARTICIPATION


It is important to note that students learn best when they are actively involved in the learning experience. Incorporate questions and answers, discussions, group work, hands-on activities, and other ways of getting students actively involved in the learning of the content. Try to avoid lecturing for lengthy periods. It is very important to listen to your audience and allow them to become aware of the content. Allow them to construct knowledge as opposed to trying to "teach" them knowledge.

Feedback must be provided before any type of evaluation is administered.

EEVALUATE AND REVISE

This last stage is often overlooked but it is the most important of all. After instruction, you must evaluate the entire instructional process. Reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment. determine if these elements of the lesson were effective or if one or more of them need to be changed. If there are discrepancies between what you intended and what actually happened during the lesson, make appropriate revisions before using the lesson again.

THE END

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