Professional Documents
Culture Documents
Melissa L Griswold
mlwysong@memphis.edu
February 15, 2016
For Dr. Martindale, IDT 7074
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Stating the objectives is the next step of the model. Scales (2013) states that
When choosing teaching and learning resources you need to be clear about why you are
using them and what it is that you want your learners to know or be able to do what is the
learning outcome? (p. 136). He suggests using Blooms taxonomy to help in writing learning
objectives. Objectives should contain four parts: audience, behavior to demonstrate,
conditions under which the behavior will be observed, and degree to which the learned skills
are to be mastered (Ahmed, p. 1).
The third step is to select media and materials. In do this, you need to keep in mind the
learners and objectives. These could be selected from available resources, modified existing
materials, or they could be newly designed for the instruction (Ahmed, p. 2). Some of the more
frequent resources include: PowerPoint presentations, videos, printed resources, models,
interactive whiteboards, or field trips (Scales, p. 136).
Utilizing the media and materials is the step in which you make the final preparations for
the instruction. There are five steps recommended by Heinich that will help prepare you, known
as the 5 Ps: (1) preview the materials, (2) prepare the materials, (3) prepare the environment,
(4) prepare the learners, and (5) provide the learning experience (Scales, p. 137-138). You should
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always preview pre-made materials to ensure appropriateness, accuracy, length, and that is in in
working condition. Make sure you have all of your materials and that you have enough to use if
students will be using them. Ensure that the room and any equipment needed are available and
working. In order to prepare the learners, explain to them why they are learning this and what
resources you will be using and why. Last, but certainly not least, provide the learning
experience. Provide the instruction to the students using the media and materials. Using all of
these steps will help ensure that things will go smoothly and effectively (Scales, pg. 137-138).
Require learner participation is the fifth step in the model. Learners should be engaged
and participate in the learning and not in a passive role. Videos should encourage discussion.
Printed resources should be meaningful to learners and allow them to interact with the resources.
PowerPoints should allow learners to respond and contribute their ideas (Scales, pg. 138).
The last step is to evaluate and revise. After resources have been used in the lesson,
they should be evaluated for their effectiveness in the instruction, and if needed they should be
revised to better the instruction for the future use. Being a reflective teacher is part of being
committed to continuously improving yourself and instruction. Observing your students reactions
to the instruction, analyzing the assessment, or asking your students for feedback on the
instruction yourself are ways that you can reflect and use the results to better the instruction
(Spears, pg. 138.). Some questions to ask yourself could include, Did the resource arouse
learners interest and attention? Did it stimulate discussion or encourage learners to engage with
the task? Can they do what you wanted them to do or do they know what you wanted? (Spears,
pg. 138.)
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The text is now in its eleventh edition and features many resources designed around the
ASSURE model. Such resources include: videos, rubrics, case studies, website and social media
resources, and a focus on the Common Core State Standards.
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Education. Through his teaching, workshops, consulting, and this textbook, Jim continues to
make a significant impact on classroom teaching practice (Smaldino, pg. xiii).
Dr. Sharon Smaldino is the L.D. at Northern Illinois University in the College of Education.
Here she works with faculty and teachers on helping them integrate technology in their
instruction. She previously taught as a professor of Educational Technology at the University of
Northern Iowa. She received her Ph.D. from Southern Illinois University, Carbondale and a
Masters of Arts in Elementary Education. She taught for many years as a teacher, speech
therapist, and a special educator. She has received several accolades for her outstanding
teaching. She has presented at conferences at the state, national, and international levels. She
has served as the President of AECT, and on the board of directors for IVLA (Smaldino, pg. xiii).
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objectives are written in terms of performance, and that the learning environment is passive
instead of engaging.
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References
Ahmed, D. H. I. H. (2014). The ASSURE Model Lesson Plan [Pdf]. Khartoum: University of
Khartoum. http://edu.uofk.edu/multisites/UofK_edu/images/News/ASSURE.pdf
Aziz, H. (1999). Assure learning Through the Use of the ASSURE Model. Office of Information
Technology at Valencia Community
College. https://learn.vccs.edu/bbcswebdav/institution/SO/MODEL/Learning%20Unit%202/Assure
%20Learning%20Through%20the%20Use%20of%20the%20ASSURE%20Model.pdf
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology.
Boston: Pearson.
Lenz, C. (2011, February 14). Comparison of Instructional Design Models. Retrieved February 10,
2016,
from http://7487rolesofthemediaspecialist.wiki.westga.edu/file/view/7461_id+paper_csl.docx
Scales, P., Senior, L., & Briddon, K. (2013). Teaching in the Lifelong Learning Sector. Maidenhead:
McGraw-Hill Education. http://ezproxy.memphis.edu/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=503372&site=edslive&ebv=EB&ppid=pp_138
Smaldino, S. E. (2005). Instructional technology and media for learning. Upper Saddle River, NJ:
Pearson/Merrill/Prentice Hall.
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Recommended Reading
Ahmed, D. H. I. H. (2014). The ASSURE Model Lesson Plan [Pdf]. Khartoum: University of
Khartoum. http://edu.uofk.edu/multisites/UofK_edu/images/News/ASSURE.pdf
This resource includes a lesson plan template designed for the ASSURE model. It
incorporates each step of the ASSURE model into each part of the lesson, including
specific questions to answer.
Aziz, H. (1999). Assure learning Through the Use of the ASSURE Model. Office of Information
Technology at Valencia Community College.
https://learn.vccs.edu/bbcswebdav/institution/SO/MODEL/Learning%20Unit%202/Assure
%20Learning%20Through%20the%20Use%20of%20the%20ASSURE%20Model.pdf
This article acknowledges that the technology and media that are available to teachers
and students is ever evolving. It discusses how to determine if a piece of technology is the
best to use by using the ASSURE model.
This review looks at the ASSURE model, Gagns Nine Events of Instruction, and John
Killers model to discuss the benefits of using an ID model and integrating interactive
multimedia into the lesson.
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology.
Boston: Pearson. http://www.amazon.com/Trends-Issues-Instructional-TechnologyEdition/dp/0132563584
This text discusses the field of instructional design and technology and trends that have
affected the past and present. The ASSURE model is discussed throughout the text.
Russel, J. D., & Sorge, D. (1994). Improving technology implementation in grades 5-12 with the
ASSURE model. T H E Journal, 21(9), 66. http://ezproxy.memphis.edu/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=9501235085&site=edslive
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In this article, James Russell, one of the original authors of the ASSURE model, discusses
how although middle and high schools and students have access to technology, it is not
being implemented for maximum effectiveness. They created a series of workshops to
train school staff on implementing technology.
Scales, P., Senior, L., & Briddon, K. (2013). Teaching in the Lifelong Learning Sector. Maidenhead:
McGraw-Hill Education. http://ezproxy.memphis.edu/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=503372&site=edslive&ebv=EB&ppid=pp_138
This text discusses the ADDIE model in detail, and also focuses on different types of media
and resources available to teachers. It discusses incorporating reflection, planning, and
assessment into lessons and lifelong learning.
Sezer, B., Karaoglan Yilmaz, F. G., & Yilmaz, R. (2013). Integrating Technology into Classroom: The
Learner-Centered Instructional Design. Online Submission,
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED561175
In this study, the authors consider different instructional design models to help revise
lessons that are at a lower level of instructional design. They state that the ASSURE model
is learner centered and unlike other models it uses cognitive theories of learning in its
foundation.
Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (n.d.). Instructional technology and
media for learning. http://www.amazon.com/Instructional-Technology-Learning-SharonSmaldino/dp/0133564150/ref=mt_paperback?_encoding=UTF8&me=
This is the latest edition of the text Instructional Technology and Media for Learning. The
ASSURE model was first introduced in this text. It discusses topics on 21 st century learning,
engage learners with digital devices, long distance learning, and using different medias to
enhance learning.
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Web Resources
Bayne, G. A. (n.d.). Module 6. Retrieved February 10, 2016,
from http://gailalleynebayne.weebly.com/id-models.html
In this e-portfolio of a graduate student from Texas Tech University, she compares and
contrasts the ASSURE model to Gagn's Nine Events of Instruction.
Chilton, G. (n.d.). Instructional Planning with the ASSURE Model. Retrieved February 10, 2016,
from http://www.questgarden.com/07/93/3/051105171538/process.htm
This was designed by a college professor to be used as a web quest for students in her class.
During Step 3, she discusses the steps and lesson plan of the ASSURE model. What is unique
to this resource is that she also has questions for the roles of three different perspectives, the
teacher, principal, and a parent of a child with a disability.
Grant, M. (2013). Comparing Instructional Design Models. Retrieved September 12, 2014,
from http://www.slideshare.net/msquareg/comparing-instructional-design-models
Dr. Grant compares different instructional design models including: ASSURE, Kemp, Dick,
Carey, and ADDIE. He also includes quotes from the designers about their specific model.
This is an example of a lesson plan designed using the ASSURE Model Instructional Plan. This is
a third grade mathematics lesson about recognizing patterns and mathematical relationships.
Hanley, M. (2009, January 24). ASSURE Model: Discovering Instructional Design 18. Retrieved
February 10, 2016, from http://michaelhanley.ie/elearningcurve/index.php/2009/06/24/assuremodel-discovering-instructional-design-18/
This resource explains the steps of the model in detail and includes questions to ask yourself
as the designer. It gives a suggested list of criteria for choosing media, how to build strong,
purposeful objectives, and to evaluate the student performance, media components, and
instructor performance.
Lenz, C. (2011, February 14). Comparison of Instructional Design Models. Retrieved February 10,
2016,
from http://7487rolesofthemediaspecialist.wiki.westga.edu/file/view/7461_id+paper_csl.docx
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In this paper by a graduate student at the University of West Georgia, she compares the
ADDIE, Understanding by Design model, and the ASSURE model.
Smith, E. (2013, December 4). ASSURE Model of Instructional Design. Retrieved February 10,
2016, from https://prezi.com/xcc2tyt-wctc/assure-model-of-instructional-design/
This is a Prezi presentation created by a student at the University of West Florida. It includes
several visuals of the ASSURE model and a brief overview of each step.
Spencer, R. (2015, November 30). 6 Tips to Apply the ASSURE Model In Blended Learning eLearning Industry. Retrieved February 08, 2016, from http://elearningindustry.com/6-tips-applyassure-model-blended-learning
This resource briefly explains the steps of the ASSURE model. Afterwards, it includes six tips to
incorporate the ASSURE model in a blended learning environment, including online
assessments, creating custom objectives, and using the best technology.