The ASSURE Model

(From Instructional Media and Technologies for Learning by Heinich, Molenda, Russell, Smaldino,
1999)
Analyze learners
State objectives
Select instructional methods, media, and materials
Utilize media and materials
Require learner participation
Evaluate and revise
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.
The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of
media in instruction.
Analyze learners
Before you can begin, you must know your target audience (your students). You need to write down
the following information about your students:
General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or social
problems, socioeconomic level, and so on.
Specific entry competencies - prior knowledge, skills, and attitudes.
Learning styles - verbal, logical, visual, musical, structured, and so on.
State objectives
Once you know your students, you can begin writing the objectives of your lesson. Objectives are
the learning outcomes, that is, what will the student get out of the lesson?
The ABCD's of writing objectives are:
Audience (who are your students?)
Behavior to be demonstrated
Conditions under which the behavior will be observed
Degree to which the learned skills are to be mastered.

Example: Fifth grade social studies students (Audience) will be able to name at least 90% (Degree) of
the state capitols (Behavior) when given a list of states (Condition).
Select instructional methods, media, and materials
Once you know your students and have a clear idea of what they should get out of the lesson, then
you are ready to select the:
Instructional method that you feel is most appropriate to meet the objectives for these particular
students.
Media that would be best suited to work with your instructional method, the objectives, and your
students. Media could be text, still images, video, audio, and computer multimedia.
Materials that provide your students with the help they need in mastering the objectives. Materials
might be purchased and used as is or they might need some modifications. You can also design and
create your own materials for the students to use. Materials would be specific software programs,
music, videotapes, images, but would also be equipment, i.e., overhead projector, computer,
printer, scanner, TV, laserdisk player, VCR, and so on.
Utilize media and materials
Now it's time to do your lesson and use the media and materials that you have selected. You should
always preview the materials before using them in a class and you should also use the equipment in
advance to be sure it works and you know how to use it. If you use electronic equipment, don't
assume that everything will work. Be sure to have a plan B. Hardware and software are created by
humans. Humans make mistakes and so software has mistakes in it. Hardware can
malfunction. Don't get discouraged if technology lets you down. Make sure that your instructional
materials are suitable and working the best you can and then use it in the classroom.
Require learner participation
Remember, students learn best when they are actively involved in the learning. The passive learner
has more trouble learning whatever we try to pour into his/her brain. Whatever your teaching
strategy, you can incorporate questions and answers, discussions, group work, hands-on activities,
and other ways of getting students actively involved in the learning of the content. It is up to you,
the teacher, to make sure that all your students have opportunities to participate in the learning
activities in the unit plan. Avoid lecturing for an entire hour. Listen to your students and allow them
to become aware of the content. Allow them to learn as opposed to trying to "teach" them.
Evaluate and revise
This last stage is often neglected but it is the most important one. Anyone can develop a lesson and
deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the
instructional strategy, the instructional materials, and the assessment and determine if these
elements of the lesson were effective or if one or more of them need to be changed the next time
the lesson is done. Sometimes a lesson may seem like it would be great, at least on paper. But then
when you actually teach the lesson with a specific set of students, you might discover there were
several things that did not seem to work. Your expectations might be too high or too low. The
materials used might not have been appropriate for the grade level or the material might not be
very motivating. The instructional strategy might not have got students interesting in participation
or the strategy might have been difficult for you to manage. The assessment you used might have
shown that students didn't learn what you tested for. This might mean that you did not accurately
test for the stated objectives, the method of assessment needs to be revised, or the lesson did not
permit enough time for the students to master the objectives.
You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon
your lessons and work on revising elements of the lesson until your students become successful
learners.

State Objectives
Statements describing what the learner will do as a result of instruction. Things to keep in mind as
you write your objectives are:

Focus on the learner, not the teacher

Use behaviors that reflect real world concerns

Objectives are descriptions of the learning outcomes and are written using the ABCD format.
Audience:
Who is the audience? Specifies the learner(s) for whom the objective is intended.
Behavior:
What do you want them to do? The behavior or capability needs to be demonstrated as learner
performance, an observable, measurable behavior, or a real-world skill. Use an action verb from
the helpful verbs list if you have difficulty doing this.
Condition:
Under what circumstances or conditions are the learners to demonstrate the skill being taught? Be
sure to include equipment, tools, aids, or references the learner may or may not use, and/or special
environmental conditions in which the learner has to perform.
Degree:
How well do you want them to demonstrate their mastery? Degree to which the new skill must be
mastered or the criterion for acceptable performance (include time limit, range of accuracy,
proportion of correct responses required, and/or qualitative standards.)

Examples of Objective Statements:

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 classwill identify and discuss the effects of
symbolism in the short story "Young Goodman Brown" using their text, Paper, and Pen in one hour.

Use as many objective statements needed in order to meet the different objectives for the lesson.
Use the following questions to assess objectives.

Does the objective allow you to do the following with your lesson?
1. Identify what the expectations are for the learner
2. Identify the necessary requirements for the learning environment
3. Assess learning
4. Determine needs for appropriate media or materials

How would you classify your objective? Is the learning outcome primarily:
1. Cognitive?
2. Affective?
3. Psychomotor / Motor Skill?
4. Interpersonal?
5. Intrapersonal?

ASSURE Model

Based on Gagne's Events of Instruction

The ASSURE model is helpful for designing courses using different kinds of media. This model
assumes that instruction will not be delivered using lecture/text book only. It allows for the
possibility of incorporating out-of-class resources and technology into the course materials. This
model will be especially helpful for instructors designing online courses.


http://www.mscd.edu/~act2/courseconstruct/assure.html
VIDEOS
http://clifmims.wetpaint.com/page/Lesson+Plan+Models


Assignment rubric
ASSURE Model Rubric
CATEGORY Unsatisfactory Progressing Proficient Distinguished
Analyze
learners
Not
completed
1 Few leaner
characteristics are
included.
2 Most learners
characteristics
are included,
but some key
information is
missing.
4 Learners are described
including grade,
demographics, learning
styles, and background
knowledge, etc.
State
benchmarks
and
standards
Not
completed
1 Benchmarks are
included but
rudimentary/not
defined (too many).
2 Benchmarks
are provided,
but key
information is
missing.
3 Michigan and/or
national standards include
behavior to be
demonstrated; conditions
under which behavior will
be observed; degree to
which learned skills are to
be mastered.
Select
instructional
methods,
media, and
materials
Not
completed
1 Inappropriate
technology is
included and/or no
explanation is
provided.
2 Appropriate
technology is
included, but
not described
well.
4 Appropriate technology
hardware/software is fully
integrated. Media
implementation is
described and an
explanation for included
Technology Standards
(NETS) how media helps
to meet objectives is
provided.
Utilize media
and materials
Not
completed
1 Evaulation of
technology use is
poorly written and
inadequate.
2 A technology
evaluation is
included, but is
not sufficient to
fulfill lesson
objectives.
4 Evaluation of student
meeting objectives
of NETS is included and
complete.
Require
learner
participation
Not
completed
Individual
acquisition of
lesson information.
1 Individual OR
group activities
are planned, but
end product is
not generated
by
collaboration.
2 Individual and
small/large group
activities are planned and
the lesson incorporates
collaboration and/or
cooperative learning.
Evaluate and
revise
Not
completed
0 Criteria for
evaluating the
effectiveness of the
lesson are poorly
explained.
1 Criteria for
evaluating the
effectiveness of
the lesson are
partially
explained.
2 Criteria for measuring
the effectiveness of the
lesson are clearly
explained.
Assessment Not
completed
1 Criteria for
success are barely
described.
2 Criteria for
success are at
least partially
described.
4 Criteria for success are
clearly stated in the form
of a rubric. Criteria include
qualitative as well as
quantitative descriptors.
The evaluation instrument
clearly measures what
students must know and
be able to do to
accomplish the task.
See Creating a Rubric and,
you could use Rubistar.
Clarity of the
lesson
Not
completed
0 Lesson process is
not clearly stated.
Teachers would not
know exactly what
they were
supposed to do just
from reading this
lesson plan.
1 Some
directions are
given, but there
is missing
information.
Teachers might
be confused.
2 Every step is clearly
stated. Most teachers
would know exactly where
they are at each step of
the lesson and know what
to do next.

Lesson Plan using Assure Model

Contents
1.0 An Overview Of Assure Model
2.1 Analyzing Learners
.2 Objectives
.3 Methods, Media and Materials
2.5 Require Learner Participation
References
1.0 An Overview of Assure Model

To become skilled in todays classroom, it is crucial to know when to use a wide
range of instructional strategies and passive interactive media. According to
Heinich & Smaldino (2002), the use of media technologies effectively and
systematic plan for their use is necessary. Therefore, the ASSURE model guide
was suggested which identifies six major steps in an instructional planning
process.

1.1 Meaning of the Assure Model

ASSURE model is a procedural guide for planning and delivering instructions that
integrates technology and media into the teaching process. It also refers to a
systematic approach of writing lesson plans that helps teachers in organizing
instructional procedures.
1.2 Steps of ASSURE Model
This model encompasses six major steps in an instructional planning process:
1.2.1 Analyze Learners
General Characteristics
This is a description of the class as a whole. This includes such information as the
number of students, grade or age level, gender, socioeconomic factors,
exceptionalities, and cultural/ethnic/or other types of diversity.
1.2.2 State Objectives
Statements describing what the learner will do as a result of instruction.
1.2.3 Select Methods, Media, & Materials
This is the step where the Instructor will build a bridge between the audience and
the objectives. You need to decide what method you will primarily use.
1.2.4 Utilize Methods, Media, & Materials
Plan of how you are going to implement your media and materials. For each type
of media or materials, select and describe in detail how you are going to
implement them into your lesson to help your learners meet the lesson's
objective.
1.2.5 Require Learner Participation
Describe how you are going to get each learner "actively and individually involved
in the lesson.
1.2.6. Evaluate student performance:
The evaluation should match the objective. Some objectives can be adequately
assessed with a pen and paper test.
A sample of a lesson plan using the ASSURE model is shown below:
2.0 ASSURE Model Lesson Plan

Title: Parts and Functions of a Tooth
Subject: Science
Class Level: Standard Eight Pupils
This lesson plan has been drawn based on Assure model. All the steps have been
used.
2.1 Analyzing Learners
General Characteristics
Participants in this class are standard eight pupils. The class is limited to twenty
pupils (n=20) to ensure personal attention, adequate understanding and the
follow-up.
Entry Characteristics
The pupils should have basic knowledge based on common understanding and
observation (Their own teeth) and the surrounding (livestock). They should be in
position to explain the structure of different teeth among animals.
Learning Styles
This lesson will use methods that appeal to verbal, individual work, as well as
small and large group discussion.
2.2 Objectives
By the end of the lesson, the learner should be able to:
a) Draw a diagram of a tooth.
b) State the function of each part of a tooth.
c) Compare the teeth of a dog and that of a sheep.
2.3 Methods, Media and Materials
Methods
The teacher will begin the lesson with a brief introduction and overview
explaining the parts and functions of a tooth with the help of a diagram of a
tooth. The pupils will then form discussions groups and samples of different
animal skull will be distributed. This will help them in comparing the teeth of a
dog and a sheep.
Media and Materials
Books, chalk and the blackboards in this lesson will be used for interpretation. The
charts and the models will also be used for demonstrations.
2.4 Utilizing Media and Materials
Preview the Materials
The teacher should have fully covered and researched on the topic before
introducing it to the pupils. He/ she should be aware of all types of teeth, their
functions and should be able to answer any question posed by the pupil related to
the topic.
Prepare the Materials
The teacher should ensure that the charts and the models are ready before the
beginning of the lesson. Enough books among other teaching and learning
resources should be available and ready to distribute to the pupils.
Prepare the Environment
The teacher should check that the classroom is in order for adequate comfort and
to ensure that it is proper for teaching and learning process. This includes
adequate lighting, proper ventilations, good sitting arrangements and the
classroom should be swept.
Prepare the Learner
The lesson will begin with an introduction by a familiar song related to proper
maintenance of teeth. There will be icebreaker and overview of the parts and
functions of the teeth. The books will be distributed by the teacher that will allow
pupils to follow along with the teaching.
2.5 Require Learner Participation
Initial Activities
After introductions, icebreaker, and overview of the parts and functions of a
tooth, the teacher will take the pupils through systematic step for understanding.
The class will then participate in manageable discussion groups (7-12 members)
meant to allow the learners to discuss amongst themselves and ask questions
related to the topic.
2.6 Evaluate and Revise
The lesson will close with a brief summary from the teacher. Question and answer
method will be used for evaluation and revision. The questions will include:
a) What are the differences of a dog and sheep teeth?
b) With the help of a diagram, draw and state the functions of each tooth.

























The setting is in a public Title I funded elementary school in Florida.





General Characteristics: The lesson that will be conducted is designed for
the sixth grade class of Carol City Elementary School. According to standardized
tests students performance levels are average in the subject area of reading.
However, they can benefit from extra support activities that will help strengthen
their reading comprehension skills. The majority of these students are from low-
income families, they are at-risk, and have low-self esteem. More than half of them
reside outside of school boundaries.





The sixth grade classes of Carol City Elementary School are able to:
Use the World Wide Web to research, locate, select, and utilize
information for essays and reports.
Write sentences with correct grammar, spelling, and punctuation.
Write different types of poetry.
Exhibit familiarity with the elements of poetry such as, diction, tone,
imagery, similes, metaphors, meter, rhyme and symbol.
Use technical equipment (TV, VCR, computers, overhead
projectors) for effective presentations.







The majority of the students are kinesthetic tactile learners. They prefer
projects, group assignments, and class presentations.






The objectives are as follows: Given the name of a famous poet and poem
written by that poet students will be able to locate, analyze, interpret, and research
information about the poet and their literary work. Using the Internet and the
World Wide Web students will be able to locate useful information beneficial to
their oral presentations. The students may not override the teachers decision on
which poet they will conduct research on or which poem they will recite. The sixth
grade class may use overhead transparencies or any props as they relate to the
poem to enhance public appeal. Students will have time in class to revise, review,
organize and prepare their presentations in class. Students will be evaluated on
voice, interpretation, and organization. Students will have 20-30 minutes to
complete their presentations.










All of the equipment (props, computer, overhead projector, TV, and VCR)
needed to successfully complete this lesson are located in the classroom. The
teacher reads and reviews each poem for aptness before distributing them to
students. In addition, she selects her favorite poem, conducts research on the poet
and presents it to the class as a model of how efficient their presentations should
be. After the teacher completes her presentation she distributes the poems and
directs the students to the computer lab to work on their presentations. The Internet
will be used for students to research biographical information on their assigned
poet.






Preview Materials: The teacher reads and reviews each poem for aptness
before distributing them to students. She also searches the Internet and finds
several websites that offers biographical information on poets which will benefit
the students.

Prepare the Materials: In preparation of the lesson, the teacher uses the
schools Xerox machine to make copies of the poems, rubrics for peer evaluation,
and suggested websites that the students can use to find information on their
assigned poet. She also purchases props (balloons and syrup) to enhance the beauty
of the poem that she will recite called, A Dream Deferred and checks out books
about her favorite poet Langston Hughes. In addition, she provides students with
transparencies from the school for their presentations. In addition, before class
begins she puts the computer on www.poets.org so that it will be easy for her to
navigate through the site during her presentation to play a poem that was recited by
the poet himself and his discussion on why he wrote it.

Prepare the Environment: The classroom is automatically set-up whereas the
children can see the teachers presentation. In the computer lab where the students
will conduct their research the computers are already on and ready for use.

Prepare the Learners: The teacher prepares the learners by giving the
students an overview of poetry through a Virtual Field Trip
Tour http://www.nova.edu/~twiggins/vft.htm. She discusses the objectives for the
lesson and how it relates to this project. The teacher gives each student four
handouts; the first one is the set of directions for the Virtual Field Trip Tour, the
poem, then the set of directions for their presentations, transparencies, and rubrics
for peer evaluation.

Provide the Learning Experience: The teacher is the catalyst prompting the
students to generate creative ways to introduce their assigned poet, preparing the
classroom environment with the appropriate materials needed for their class
presentations and reinforcing their prior knowledge of poetry through the Virtual
Field Trip Tour.








Students are encouraged to ask any questions about what they are required
to do for this particular assignment at anytime during the lesson.

Individually students will use the Internet to research biographical
information on their assigned poet. Since the students will have two weeks to
prepare for their presentations, the teacher will allow them to rehearse their poems
in class and work on their speech about their assigned poet. Simultaneously,
students will be paired with a partner that will critique their performance and
evaluate their presentation using a rubric given by the teacher. The rubric is simply
feedback telling the students what their strengths and weaknesses are and how they
can improve.







Assessment of learner achievement The students will be evaluated on the
following criteria:

Interpretation (20 points) Were you able to analyze, explain, and interpret
the meaning of the poem? Were all points thoroughly explained?


Organization (20 points) Were you completely prepared? Was it obvious
that you rehearsed your presentation? Did you stay on topic throughout the
presentation?
Was all of the proper equipment setup properly and working for your presentation?


Voice (20 points) Did you speak clearly and distinctly throughout the
presentation? Were you loud enough to be heard by all audience members
throughout the presentation? Did you use dramatic tone to express your emotions
and connect with the audience? Did you use facial expressions and body language
to generate a strong interest and rising inflection about the topic in others?

Content (20 points) Did you clearly explain what your report covered? Did
you use visual aids to enhance your presentation? Did you articulate your thoughts
clearly? Did you use the equipment effectively?

Evaluation of Instruction (including media and methods) The teacher was
pleased with the sense of pride and effort that was emphasized in the students
presentations. The intonation and delivery of the poems, along with the props and
mesmerizing reaction from the audience, increased students confidence in their
abilities and public speaking skills. They were ecstatic about using the visuals and
being able to express creativity through their work.

Through the reciting of the poems students became fascinated with the idea
of role playing and the teacher continues to receive an encore of suggestions from
students on how to make future presentations as meaningful as this one. Therefore,
in the future students will complete presentations similar to this one.












Introduction

Educators are continuously seeking new and innovative methods to
refine and improve classroom instruction. In recent years, integrating
technology has enhanced classroom instruction. It is the responsibility of
teachers to effectively incorporate this technology into meaningful
instruction. The ASSURE lesson plan model provides assistance in
achieveing this goal.

ASSURE Model Lesson Plan

Lesson Title: Macbeth Introduction

Grade Level: Grade 11

Lesson Length: 90 minute block

I. Analyze Learners

Learners general characteristics: The lesson is designed for
11th grade high school
students. This is an in-class support class comprised of 7
male and 11 female
students, of which 6 students have IEP accommodations.
Academic ability and
learning styles vary. In general, students become easily
distracted and lose focus
quickly. The students are familiar with the work of William
Shakespeare and
are capable of identifying the various literary devices found
in a work.

Entry characteristics: The students in this class are skilled in the
use of computers and
tablets. However, their proficiency with this technology is
limited to the use of
social media and entertainment applications.

Learning styles: Although the class is comprised of students of all
learning styles, the
majority of students in this class are tactile learners.

II. State Standards and Objectives

This lesson is designed to meet Common Core Standards for
Language Arts. The standards covered in this lesson plan include:

Objective 1: The students will be able determine the atmosphere
created in Act I,
scene i of the play and discuss how language and choice
setting is responsible
for that atmosphere.

CCSS.ELA-Literacy.RL.11-12.3

Analyze the impact of the authors choices regarding
how to develop
and relate elements of a story or drama (e.g., where
a story is set, how
the action is ordered, how the characters are
introduced and developed)
(New Jersey Department of Education, 2013)

Objective 2: The students will be able to rewrite Act I, Scene i
of Macbeth using
modern terminology.

CCSS.ELS-Literacy.RL.11-12.4

Determine the meaning of words and phrases as
they are used in the text, including
figurative and connotative meanings; analyze the
impact of specific word choices on
meaning and tone, including words with multiple
meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.) (New Jersey
Department of Education, 2013)

Objective 3: Students will be able to understand the significance of
Act I, scene i of
Macbeth

CCSS.ELA-Literacy.RL.11-12.5

Analyze how an authors choices concerning how to
structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the
choice to provide a comedic or tragic
resolution) contribute to its overall structure and
meaning as well as its aesthetic impact
(New Jersey Department of Education, 2013).

Objective 4: Students will experience varying interpretations of Act
I, scene i of Macbeth and produce their
own interpretation

CCSS.ELA-Literacy.RL.11-12.7

Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production
of a play or recorded novel or poetry), evaluating
how each version interprets the source
text. (Include at least one play by Shakespeare and
one play by an American dramatist.)
(New Jersey Department of Education, 2013)

III. Select Strategies, Methods, Media, and Materials



Strategies. A variety of teacher-centered and student-centered
strategies have been designed for this
lesson.

Technology and Materials. Students will have access to
computers, printers, microphones, headphones,
word processing software, video and audio editing
software, and the Internet.

Media. Students will use print, audio, texts, visuals such as photos,
and clip art or drawings to create
assignments.

IV. Utilize Technology, Media, and Materials

Prepare the materials: With the assistance of the instructional
technology coordinator,
Classroom computers and chrome books will be checked
and ready for student
use. Appropriate software will be accessible to the students.

Prepare the environment: Desks are to be arranged in a manner
that allows for small
group work. Additionally, a computer station must be
accessible to all students
to complete various aspects of the assignment.

Prepare the learners: Students will have been prepared for this
lesson during the lesson

Prior. Students have notes on Shakespeare and literary
devices which can be referred to as needed.

V. Require Learner Participation

Student participation in this lesson will include both large and small
group activities. The lesson is
structured to begin with large group instruction and activities to
prepare for the smaller group activities.

Large group activities: The lesson will begin with students
assuming roles and reading
Act I, scene i of Macbeth. Brief discussion will focus on what
the students think
is happening in the scene. Student reading will be followed
by students listening
to a recording of the scene. Using the Promethean Board,
students will begin to
develop a comparison chart of what they read and what they
heard. This will be
followed by viewing a performance of the scene via
YouTube. Students will add
to the chart upon completion of the viewing.

Small group activities: The students will break into groups of three
or four to rewrite
the scene they have just watched. They will use computers
to access the internet for
research and assistance. Once rewritten, students will use
PowerPoint
presentation software to present their version of Act I, scene
i to the class.

VI. Evaluate and Revise

Student activities will be evaluated using the following rubric:

Conclusion

The ASSURE lesson plan model aids in the incorporation of
technology into classroom instruction. It serves as a guide for teachers and
focuses on the level of technological support applied. The proper use of
this model will enrich daily lessons and student activities and maximize the
potential of available technologies






The ASSURE project rubric can be found here.
INTEGRATING TECHNOLOGY INTO THE CURRICULUM
Most teachers understand that integrating technology into the curriculum is the best
way to make a positive difference in education. While many specific strategies can
be used to add technology to the mix, the following model is one example of how
to integrate technology into your future lessons.
The ASSURE model was developed by Heinich, Molenda, Russell, Smaldino
(1999) and is an instructional model for planning a lesson and the technology that
will enhance it. The ASSURE model contains six steps and the letters in ASSURE
form an acronym. The A stands for Analyze the learner. Who are your
students? While this seems to be common sense, the step is important to mention
because keeping your students in mind will help ensure that you work diligently to
find those materials and resources that will be most appropriate and useful to your
students. You should know who your students are (e. g. , demographics, prior
knowledge, learning styles, academic abilities) on a multitude of levels, and use
this knowledge in every lesson you plan.
The first S stands for State objectives. You will have a curriculum to teach in
your classroom, with specific objectives that will become the focus of individual
lessons. What are these objectives? What should be the outcomes of the lessons
that your students will know or learn? Each lesson will probably be tied to
curricular objectives and this step reminds you to keep these objectives as the focus
of the student learning.
The second S is Select media and materials. When choosing the media and
materials to help you teach a lesson, you will first choose a method for delivering
your instruction. For example, you might decide that having your students work in
small cooperative groups is most appropriate, or you might determine that a lesson
is best taught using a tutorial. You then select the media that best supplements or
enhances the method of teaching you have chosen. The media could include
technology solutions (e. g. , CD-ROMs, DVDs, calculators, software, Internet
resources, videos); print resources, such as a textbook; or any combination of the
various media types. You will have to decide which materials and media can best
help your students master the learning objectives you have identified.
The U stands for Utilize media and materials. In the last step you identified
specific media and materials to help meet your learning objectives. In this step, the
lesson is actually taught and the media and materials get implemented. This is also
the step that should have a backup plan in place. Technology solutions can break
down, so an alternative solution should be available. For this reason, a teacher
should always test the media first, to help prevent disappointment. In other words,
make sure you have tried the software or device to ensure that it is age appropriate,
grade appropriate, usable, and valid for the lesson and objectives being taught.
Evaluating the media will also raise any red flags (e. g. , is any training going to be
required? Is an extension cord going to be necessary?).
The R stands for Require learner participation. Your students are going find
learning more meaningful when they are actively involved in the learning process
and not sitting there passively. Are there strategies you can use to get your students
practicing? Thinking? Solving? Creating? Developing? Analyzing? More often
than not, a lecture is not going to allow your students to move beyond passive
learning. On the other hand, integrating technology into a lesson almost
necessitates that you use a teaching method beyond lecturing. How can you best
facilitate the learning process?
Finally, the E stands for Evaluate and revise. This is one of the most important
steps, but is often overlooked. Becoming a good teacher requires that you
constantly evaluate your own teaching, evaluate the student learning, and make
needed revisions for the next lesson and for the next time you teach the current
lesson. Always striving to improve is the first step to becoming a better teacher.
Evaluation occurs when you determine the worth of your teaching methods and the
media you used. During the evaluation stage, you should ask yourself questions
such as, Did this lesson meet the objectives? Did students gain from this
lesson? Can this lesson be improved? How so? Could individual work or
group work have been more effective for parts of this lesson? Was the media
appropriate? Are there other technology solutions that might have worked
better? While this is not a comprehensive list of questions, this should provide
you with some direction for the evaluation stage. You might also ask students to
reflect on their learning and the experience they had in the lesson. Perhaps your
students will have feedback that could help you to improve the lesson for next
time, or feedback that could help you improve future lessons for them. Having
things go wrong does not make a teacher a bad teacher. However, failing to take
corrective and preventative actions for the future is bad teaching.
The ASSURE model is just one strategy to effectively integrate technology into
curriculum. Some teachers will create an ASSURE poster to help them remember
the steps of the model. As you become a more experienced teacher, you will
probably find that the steps in the ASSURE model are second nature and that will
lead to better teaching. As you revise lessons from year to year, remember to keep
in mind new and emerging technologies that might be more effective.