Assure model report
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Transcript of Assure model report
UTILIZE
MATERIALS
THE next step in the ASSURE model is the one that all the other
steps lead up to and away from: the presentation itself.
To get maximum learning impact from your presentation, you must follow certain utilization procedures identified in formal research stretching back to U.S. military training in World War II and the practical experience of several generations of teachers:
in short, ….Preview the materialsPractice the presentationPrepare the environmentAnd present the material
No instructional materials should beused blind.
During the selection process youshould have determined that thematerials are appropriate for youraudience and objectives.
practice your portion of
the presentation.
Wherever the presentation is to take place—classroom, auditorium, meeting room, or whatever—the facilities will have to be put in order.comfortable seating, adequate ventilation, climate control, suitable lighting, and the like.
Utilization of many media requires a darkened room, a convenient power supply, and access to light switches.
“showmanship”
REQUIRE LEARNER PERFORMANCE
THE fifth step in the ASSURE model is to provide opportunities for learners to practice the capability being taught.
Educators have long realized thatparticipation in the learning process by thelearner enhances learning. In the early1900s, John Dewey urged reorganization ofthe curriculum and instruction to makestudent participation a central part of theprocess.
Later, behavioral psychologists such as B. F.Skinner demonstrated that instructionproviding for constant reinforcement ofdesired behaviors is more effective thaninstruction in which responses are notreinforced.
EVALUATE/REVISE
THE final component of our ASSURE model for effective learning is evaluation.
The most frequently thought of type of evaluation is the paper-and-pencil test; the most frequently thought of
purpose, to measure student achievement.
* evaluation of learner achievement
*evaluation of media and methods
*and evaluation of the instructional process.
Evaluation of Learner Achievement
The method of evaluatingachievement depends on thenature of the objective.
Evaluation of Media and Methods
Instructional materials need tobe evaluated to determine iffuture use, with or withoutmodification, is warranted.
Evaluation of the Instructional Process
Evaluation is an ongoing process. Evaluations are made before, during, and after instruction; for example, before, instruction, learner characteristics are measured to ensure that there is a fit between student skills and the methods and materials you intend to use.
Evaluation during instructionusually has a diagnostic purpose—that is, it is designed to detect and
correct learning/teaching problemsand difficulties in the instructionalprocess which may threatenattainment of objectives.
RevisionThe final step ofthe instructionalcycle is to sitback and look atthe results ofyour evaluationdata gathering.