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Designing Teaching: ASSURE

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Damian T. Gordon
Damian T. Gordon

Designing Teaching: ASSURE Check out: Heinich, R., Molenda, M., & Russell, J. D., (1993). Instructional Media and The New Technologies of Instruction. New York: Macmillan

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ASSURE Model Stage What? Example 1 Analyze learners  Analyze learners’ characteristics  Their competencies  Their learning styles 2 State objectives  State lesson objectives  Using the ABCD format 3 Select methods  Select all of the methods, media, and materials required.  Modify all of the methods, media, and materials required.  Design all of the methods, media, and materials required. 4 Utilize methods  Utilize the methods, media and materials to implement the lesson. 5 Require participation  Require learner participation in all of the lessons. 6 Evaluate learners  Evaluate learner outcomes with objectives and revise as necessary.
The ABCD Format Steps Description A Audience  The audience is the group of individuals who are targeted for instruction.  While at first this seems straight forward, many times employees will ask “will I get anything out of this training?” or “should I attend this training?” or “who is supposed to go to this training?”  Without a clear-cut audience in mind, it is difficult to pinpoint exactly who gains from the training and who would be better served in a different class. B Behaviour  The behaviour element of the objective indicates the desired outcome of the particular learning event.  The behaviour will be stated in the following form “will be able to detail properly” or “will be able to discuss the mechanism of action with the doctor.”  The behaviour is what you want the person to be able to do as a result of the training.  It is important to clarify the behaviour because training programs can get off track when the desired outcome of the activity is not clearly defined. C Condition  The term “condition” describes circumstances under which the behaviour should occur.  An example would be “when calling on a doctor,” the condition describes a trigger for the desired behaviour. D Degree  The term “degree” represents how well the student must perform to be considered acceptable.  The degree of the objective is the measurable component.  Measures can be expressed as level of productivity, quantity, quality, time, internal or external examiner requirements, or other criteria gained from actual or anticipated work practices.

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Designing Teaching: ASSURE

  • 1. ASSURE Model Stage What? Example 1 Analyze learners  Analyze learners’ characteristics  Their competencies  Their learning styles 2 State objectives  State lesson objectives  Using the ABCD format 3 Select methods  Select all of the methods, media, and materials required.  Modify all of the methods, media, and materials required.  Design all of the methods, media, and materials required. 4 Utilize methods  Utilize the methods, media and materials to implement the lesson. 5 Require participation  Require learner participation in all of the lessons. 6 Evaluate learners  Evaluate learner outcomes with objectives and revise as necessary.
  • 2. The ABCD Format Steps Description A Audience  The audience is the group of individuals who are targeted for instruction.  While at first this seems straight forward, many times employees will ask “will I get anything out of this training?” or “should I attend this training?” or “who is supposed to go to this training?”  Without a clear-cut audience in mind, it is difficult to pinpoint exactly who gains from the training and who would be better served in a different class. B Behaviour  The behaviour element of the objective indicates the desired outcome of the particular learning event.  The behaviour will be stated in the following form “will be able to detail properly” or “will be able to discuss the mechanism of action with the doctor.”  The behaviour is what you want the person to be able to do as a result of the training.  It is important to clarify the behaviour because training programs can get off track when the desired outcome of the activity is not clearly defined. C Condition  The term “condition” describes circumstances under which the behaviour should occur.  An example would be “when calling on a doctor,” the condition describes a trigger for the desired behaviour. D Degree  The term “degree” represents how well the student must perform to be considered acceptable.  The degree of the objective is the measurable component.  Measures can be expressed as level of productivity, quantity, quality, time, internal or external examiner requirements, or other criteria gained from actual or anticipated work practices.