Guidance Program for Elementary

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The ASSURE Model

To become skilled in todays classrooms it is crucial to know when to use a wide range of instructional strategies and passive and interactive media. Heinich, R., Molenda, M., Russell, D. J., & Smaldino, E. S., (2002) stated to use media and technologies effectively a systematic plan for thier use is necessary. They suggest utilizing the ASSURE model as a guide, which identifies six major steps in an instructional planning process.

The Assure Model is:

Ø A procedural guide for planning and delivering instruction that integrates technology and media into the teaching process.

Ø A systematic approach to writing lesson plans.

Ø A plan used to help teachers organize instructional procedures.

Ø A plan used to help teachers do an authentic assessment of student learning.

Ø A model that can be used by all presenters.

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.

Entry Competencies

This is a description of the types of knowledge expected of the learners. Ask questions such as: Do the learners have the knowledge base required to enter the lesson? Do the learners have the entry competencies and technical vocabulary for this lesson? Have the learners already mastered the skills you are planning to teach? Do the learners have biases or misconceptions about the subject?

Learning Styles:

This is a description of the learning stylistic preferences of the individual members of the class. First of all the instructor will want to find the learners perceptual preferences and strengths. The main choices are auditory, visual, and tactile/kinesthetic. Slower learners tend to prefer kinesthetic experiences. The instructor will then determine the information processing habits of the learners. This category includes a broad range of variables related to how individuals tend to approach the cognitive processing of information. Finally the instructor will determine the motivational and physiological factors of the learners. When it comes to motivational factors the instructor needs to consider things such as anxiety, degree of structure, achievement motivation, social motivation, cautiousness, and competitiveness. The most prominent influences in physiological factors are sexual differences, health, and environmental conditions.

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:

Ø Focus on the learner, not the teacher

Ø Use behaviors that reflect real world concerns

Ø 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...
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