Learning Modules

For this module, you will be introduced to an ISD (Instructional Systems Design) process, known as ASSURE model, that was modified specifically 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. As a future teacher, you can use this process in writing your lesson plans and in improving teaching and learning. As a future administrator or trainer, you can use the ASSURE model as a guideline to plan organizational events or design training sessions.

The ASSURE model contains six parts: Analyze Learners, State Standards/Objectives, Select Media & Materials, Utilize Media & Materials, Require Learner Participations, and Evaluate and Revise. This six-part model incorporates Robert Gagne's nine (9) events of instruction to assure effective use of media in instruction.

The ASSURE Model

Source: Heinich, R., Molenda, M., Russell, J.D., and Smaldino, J. (2002). Instructional media and technologies for learning. Upper Saddle River, NJ: Prentice Hall.

For effective instruction to take place, careful planning is required. This model is designed to help you effectively integrate media/technology into your lesson or presentation - to help "ASSURE" learning.

There are six parts to the model.

Analyze Learners

The first step in planning is to specifically define your audience. You must know the learners if you are to select the best strategies to meet the objectives you have set. The audience can be analyzed in terms of their general characteristics (grade level, age) and specific entry competencies (prior knowledge, skills, and attitudes about the topic, and learning styles).

State Objectives

The next step in planning is to specifically state the objectives for the lesson or presentation. Objectives must be stated in terms of what the learner (not the teacher or presenter) will do (stated in behavioral terms) as the result of instruction. Your lesson should include 2-3 specific objectives. Objectives typically contain 4 basic parts (ABCD):

• A: Audience - a simple statement that describes the intended Audience. For example, "The first grade student will . . . " or "The tenth grade English student will . . . "
• B: Behavior - a statement of the expected student Behavior that will occur as a result of your instruction. This behavior needs to be observable, so it can be evaluated. For example, action verbs like add, alphabetize, arrange, build, choose, classify, contrast, define, describe, diagram, identify, kick, label, locate, make, multiply, name, produce, pronounce, select, sketch, sort, specify, state, throw, underline, verbalize, and write are very useful. Avoid words like know, appreciate, grasp, or understand. These do not represent observable behavior. Remember that the behavior stated is that of the student, not the teacher. This section will provide the basis for your final, evaluation section.
• C: Conditions - a statement of the Conditions under which performance is to be observed. What resources will the student be allowed to use (e.g., a map, a dictionary)? What tools or equipment will the student be allowed to use? Will the student be allowed to use notes or an outline when writing an essay? For example, "Using the provided Internet site, the student will. . . "
• D: Degree - a statement of the Degree of accuracy or proficiency the learner must display in order to continue. The criteria should be based on some real-world requirement, not stated in terms of a score on a multiple choice test. Time and accuracy are frequently meaningful for many objectives. Should an eleventh grade English student be able to write a five paragraph theme within 50 minutes? If a third grade student can complete at least seven of ten single-digit multiplication problems, can the teacher assume he or she has mastered the concept? It is important to be very specific.

Select Media and Materials

Now you have set the beginning point (the audience's present knowledge, skills, and attitudes) and the ending point (objectives) of your instruction. Now your job is the build an instructional bridge that will connect the two points. In general, you may select available materials, modify existing materials, or design new materials to help accomplish this task.

NOTE:? Include a description of any materials you select to use and how you would use these materials as part of the lesson.? When select appropriate resources located on the Internet, you must include the name of the site, the URL, and a brief description of the site that explains why this site is appropriate for this lesson.

Utilize Media and Materials

Describe how you as the teacher will use these materials with the students. This section describes the teacher behavior. For example, will this material be used as an introduction to the lesson, during the lesson, or as an extension to the lesson? Describe what the teacher will do and how the students should respond. You should always preview the materials and practice the lesson. Prepare the room and be sure the necessary equipment and facilities are available and ready for your use before you actually deliver the lesson.

Require Learner Performance

Learners need to practice what they have learned. Describe how the learners will actively use the materials you have selected. Correct responses should be reinforced. There should be activities included in the lesson or that allow learners to respond and receive feedback before any type of evaluation is administered.

Evaluate and Revise

After instruction, you must evaluate the entire instructional process. How might you assess whether or not the learners meet the objectives? What might tell you if the media/materials assist the learners in reaching those objectives? How could you tell that all learners use the materials properly? Consider several alternatives (tests, observations, checklists, rubrics, products, etc.) If there are discrepancies between what you intended and what actually happened during the lesson, you should make appropriate revisions before delivering the lesson again.

Teaching from the Grave

Teaching from the Grave is an award winning interdisciplinary lesson plan for middle school students.? "Teaching From the Grave projects help students develop their research and critical analysis skills by recording, organizing and interpreting gravestone information from their town's past. The lesson plans are intended to provide blueprints for schools interested in creating similar projects in their local communities throughout New York State..."

• See successful implementation of the Teaching From the Grave curriculum
• Teaching from the Grave's Lesson Activity (PDF)

Resources

• Bookmarks for ASSURE model
• Teaching from the Grave project
• Assure Lesson Plan on a WebQuest based on The Giver (Nellie Deutsch)
• Check out the Writing Objectives & ADPRIMA Web site for help with objectives and lesson plans.
• Safe Surfing on the Web through the Kaboose Kids Domain web site
• Web Surfing Safety through FamilyFun.com
• Examples
  • Weather Thematic Unit Plan
  • Lesson on Life Cycle of Butterflie

Module Activities

Activity #1: Team Thematic Unit (Teacher Education) / My Dream Organization (Sport Administration)

Purpose: To collaborate among team members to develop a "Teaching from..." theme (for Teacher Education) or to develop a report for your sport organization / club (for Sport Administration).

Process:

For Teacher Education

Collaboratively, you and your team members are required to?come up with a teaching theme for your interdisciplinary lesson plan project.

Important: A complete thematic unit must include:

• Name of the thematic unit, beginning with "Teaching from..." [Examples might include students doing all the research and preparations necessary to teach from...]

the garden,	the playground,
the kitchen,	the grocery store,
the infirmary,	the Zoo,
the swimming pool,	the dinning room, or etc.

• Goals / objective of the thematic unit
• Lessons and activities of the thematic unit - what are the different activities it undertakes to accomplish its goals?
• Team members' responsibilities - who is responsible for which lesson plan?
• To help get the message across, consider including some pictures, charts, graphs, or? diagrams in your report.
• Rationale for creating the thematic unit - what made you and your team members choose to create this thematic unit?
• A team thematic unit report saved and titled as "TELP_Name of your thematic unit."

For Sport Administration

Collaboratively, you and your team members are required to pick a dream organization/association/club that you would like to work with. To start, you MUST first visit various sport & recreation organizations listed on this PAGE, and select one organization that catches your and your team members' attention.? Explore that organization in details and write a report on it.

Important: A complete organization report must include:

• Name of the organization
• Goals of the organization - what does it wish to accomplish?
• Activities of the organization - what are the different activities it undertakes to accomplish its goals?
• Clientele of the organization - which particular group of people served by the organization?
• To help get the message across, consider including some pictures, charts, graphs, or? diagrams in your report.
• Recommendation for improvement - what suggestions you can make to improve activities of the organizations?
• Conclusion - do you see yourself working for this organization?? If yes, in what capacity?
• A team organization report saved and titled as "TELP_Name of your organization."
  

 

Activity #2: Individual Lesson Plan

Purpose: To design and develop a technologies / media integrated lesson plan based on the ASSURE model.

Process: Individually, you are required to create a Technologies Integrated Lesson/Training Plan. By using "Teaching from the Grave" as an example?of a lesson?idea? for your team, your individual lesson plan MUST focus on a concept within your teaching theme (for Teacher Education) or organization/club (for Sport Administration). Each member of your team MUST create at least two different activities (mini lesson plans).

You are responsible to discuss with your team members which team member will work on which activity. If two members of the team use the same activity, neither will receive points for this assignment.? Refer to the ASSURE model when developing the lesson plan.

Important: The lesson plan should include:

• Pennsylvania Clear Standards
• ISTE: National Educational Technology Standards for Students (2007)
• a hot list of subject-appropriate and age-level appropriate Web sites
• integration of Safe Surfing on the Web into lesson plan
• at least TWO (2) activities, exercises, assignments and/or tasks that integrate instructional media or educational technologies
• assessment criteria for the EACH lesson activity on a rubric developed in the Rubistar or any appropriate Rubric Wizard
• a completed lesson plan file saved and titled as "ASSURE_Your Name"

Sample Products to be Used in your Lesson Plan:

Below are examples of products you as well as your students will be developing for this lesson:

• a hot list of Web sites to be used for this directed search
• a booklet (bookfold) that contains lesson contents, to include activities, exercises, assignments and/or tasks
• a powerpoint presentation to include multimedia features
• a newsletter
• a brochure
• a poster
• a webquest
• a concept map
• a crossword puzzle
• a discussion blog
• a video presentation
• a digital story
• a podcast
• integration of Safe Surfing into lesson plan
• a rubric that will be used in assessing the activity/assignment(s) done by students.

NOTE:? Be sure that you have created a lesson plan to include all possible technology tools you know of using a lesson plan format or template of your choice.? Visit the links below to learn how other teachers use the ASSURE model to integrate technology into their lesson plans:

Example 1 Our Fish Tank is Missing	Example 2 Become a Travel Planner	Example 3 Kidspiration_Spanish
Example 4 Kidspiration & Smartboard	Example 5 Template	Example 6 Web 2.0

 

Submission

When finished, save and title your complete file as described above. Upload your individual lesson plan file to the appropriate dropbox (as indicated by your instructor).

• For Activity #1, it is a collaborative project. One submission is required for each team.
• For Activity #2, it is an individual project. One submission is required for each student.