ASSURE MODEL E-BOOK

INSTRUCTIONAL
DESIGN MODEL





ASSURE

MODEL

IRDINA | NURIN | AZEEMAH | FAQIHA | MAISARAH





SECTION 2




EDIT 1303:
INSTRUCTIONAL TECHNOLOGY

Table of
Contents

NO. Contents Page

01 Welcoming Words (i-ii)
(1)
02 Reasons for Choosing (2)
ASSURE (3-9)
(10-17)
03 Background of ASSURE (18)
(19)
04 Theory of ASSURE (20)

05 Implementation: Lesson
Plan

06 Summary of ASSURE

07 Conclusion

08 References

Welcoming Words

Nur Maisarah binti Abdul Rahman
(2116352)

“The journey of a thousand miles begins with a
single step.”
- Lao Tzu

Nur Azeemah binti Samat
(2117140)

"The struggle you're in today is developing the strength
you need for tomorrow.
Don't give up."
- Robert Tew

Nur Irdina binti Zahurim
(2117854)

“Kindness begins with the understanding that we
all struggle.”

- Charles Glassman

i

Welcoming Words

Nurul Faqiha binti Mohd Shafee
(2115320)

“Tell me and I forget, teach me and I may remember,
involve me and I learn.”
-Benjamin Franklin

Nurin ‘Aisyah binti Md Mokhtar Ashari
(2116256)

“Learn to trust the journey, even when you do not
understand it”
-Lolly Daskal

ii

REASONS FOR
CHOOSING ASSURE

1

This model does not require high
complexity of delivered media or
high revision of designs.​It is easy to
use and apply in conducting any

lessons.

2

This model highly necessitates
learners’ involvement in their own
learning, thus promotes interaction
with their environment and peers.

3

This model promotes planning and
delivery of instruction using

technology and media.​So, teachers
are able to enhance their skills in
using technology and implementing

any media in the lesson.

1

BACKGROUND OF
ASSURE

Instructional design is a process of learning which explains lessons,
course, learning and class activities in a unit of learning (Rob Koper 2006).
Hashem Fardanesh, (2006) describes instructional design as follows:
“instructional design could be defined as the prescribing and forecasting
optimal instruction methods for achieving desired changes in knowledge,
skills and attitudes of designated students”.
The ASSURE model is an instructional system or guideline that teachers
can use to develop lesson plans which integrate the use of technology and
media (Smaldino, Lowther & Russell, 2008). This ASSURE was developed
by Heinrich and Molenda in 1999. This model also places the focus on the
learner and the overall outcome of accomplishing learning objectives as it
highly necessitates learners' involvement in their own learning, thus
promotes interaction with their environment and peers.

2

I

THEORY
OF

ASSURE

INSTRUCTIONAL TECHNOLOGY:
ASSURE MODEL

3

A

ANALYZE
LEARNERS

The first step in planning is to specifically define

your audience, because if you want to choose the

best techniques for implementing teaching and

learning, you need to know who your students are.

THE AUDIENCE CAN BE
ANALYZED IN TERMS OF:

General Characteristics
A superficial analysis of learner
characteristics can provide helpful
leads in selecting instructional
methods and media. General
characteristics of the learners can be
grade level, sex, emotional, physical or
social problems, and socioeconomic.

Specific Entry Characteristics
It can be learners prior knowledge,
skills, and attitudes about the topic

Learning Styles
Learning style refers to a cluster of
psychological traits that determine
how an individual perceives, interacts
with, and respond emotionally to
learning environments.. The four core
learning styles include visual, auditory,
reading and writing, and kinesthetic

4

S

STATE
OBJECTIVES

Ask yourself, "What do you want your
students to know by the end of the
lesson?" because looking ahead at your
learning outcomes is very important.

OBJECTIVES ARE THE ABCD PARTS
LEARNING OUTCOMES
Most objectives contain four parts:
The stated objective is a statement that Audience - who your learners are?
describes what the learner will be able to
accomplish as a result of the lesson. Focus on what the learner is doing, not on
what the teacher is doing. It is because
DETERMINE THE OBJECTIVES learning is most likely to take place when
the learner is active; mentally processing an
The objectives of your lesson should be as idea or physically practicing a skill.
detailed as possible so that the learner
knows exactly what they're supposed to Behavior
do. Both learning and teaching will The heart of the objective is the verb
become more objective oriented if describing the new capability that the
objectives are expressed clearly and audience will have after instruction.
explicitly. Question to ask, what will the learner be
able to do after completing instruction?

Conditions
A statement of objectives should include
the conditions under which performance is
to be observed

Degree
The final requirement of a well-stated
objective is to indicate the standard by
which acceptable performance will be
judged.

5

S pn

SELECT
METHODS,
MEDIA AND MATERIALS

It is crucial to choose the right methods, media and materials that
will appropriately meet the stated objectives that we are teaching.
These elements essentially require a lot of planning and preparation
to result an effective and fruitful lesson for the students.

TEACHING METHODS MEDIA MATERIAL

Refers to the general principles, pedagogy Media can be applied in direct Material can be defined as learning
and management strategies used for instruction, active learning teaching tools to assist and improve the
classroom instruction. effectiveness of the lesson
strategies and student projects.

The teaching method can be: Media is divided into two types: Material exists in various
forms such as:
Teacher-centered Student-centered Visual Audio
printed materials
learning learning However, these two types of computer
media could be combined into
These teaching methods also can be softwarre & apps
specified such as: film/video
story books

stationaries

Addressing Cooperative Experiential

Mistakes Learning Learning

ELEMENTS TO BE CONSIDERED IN
SELECTING MEDIA AND MATERIALS

Instructional situation setting Learner variables and the nature of objectives 6

Before select the media and materials into the lesson, you have to You need to consider the students' variables and learning styles in receiving the
determine the instructional situation setting, would it be a big group, a knowledge, like how many are the visual, auditory or kinesthetic people in the class?

small group or only a self-instruction? And the media and material also should suit with the objectives of the lesson in
aspect of cognitive, motor skills and interpersonal.

U

UTILIZE METHODS,
MEDIA AND MATERIALS

This step in the ASSURE process concerns making a plan as to how you will
utilize the methods, media, and materials that have been selected. As with all of
the instructional steps, you must make sure that the plans contribute towards
producing the objectives that have been laid down. Thus, you must select and
describe in detail how to implement them into the lesson to help students meet
the lesson’s objectives.

FIVE P'S PROCESS:

1.PREVIEW THE MATERIALS 2. PREPARE THE MATERIALS

It is important to plan ahead of time just how Before conducting the lesson, you should make
you’re going to use materials. It is good to do a sure to gather all of the things that are needed for
dry run of your lesson before you actually teach the lesson, and make sure they are working
it. As a teacher, you should make sure the properly. They have to be well-prepared before
materials are suitable and appropriate to be the class to ensure the lesson will go smoothly as
used in this lesson. planned.

3. PREPARE THE 4. PREPARE THE 5. PROVIDE LEARNING
ENVIRONMENT LEARNERS EXPERIENCE

As a teacher, you should make Before the class takes place, You then actually carries out
sure the room used is you should inform your the lesson. This is where all of
comfortable and suitable students any necessary details the planning takes effect. You
before conducting the online regarding the upcoming class. should be prepared to carry
class. This is important to avoid This is to ensure students’ out the lesson with every
any disturbance and readiness in terms of their daily prior step of the process in
discomfort while delivering the schedule, materials and devices mind, as this will insure your
lesson. needed, as well as a suitable success as a teacher.
environment.
7

R "Students who actively engage
with what they are studying tend
REQUIRE to understand more, learn more,
LEARNER remember more, enjoy it more
PARTICIPATION and be more able to appreciate
the relevance of what they have

learned, than students who
passively receive what
we teach them."
- Chris Park,

Author of "Engaging Students in the
Learning Process: the learning
journal"

STUDENTS LEARN BEST WHEN HELP STUDENTS CONSTRUCT
THEY ARE ACTIVELY ENGANGE KNOWLEDGE
IN THEIR OWN LEARNING
EXPERIENCE Thus, participation in learning
facilitates their level of understanding. The
An effective instruction should idea of having activities is to help students
emphasize learners’ active involvement in construct knowledge rather than just
their own learning experience. This step teaching it to them. After conducting
particularly targets a teacher’s plan on activities related to the lesson, a teacher
how to get each learner to participate should also give feedback to the learners on
actively in the conducted lesson. their efforts before performing any kind of
evaluation.

WHY IS THIS STEP
IMPORTANT?

‘Require learner participation’ step
in ASSURE is deemed important because
regardless of an instructor’s teaching strategy,
it is essential to provide Q & A sessions,
discussions, group tasks, hands-on activities,
and other ways to cultivate students’ active
participation in content learning. As a
teacher, paying close attention to the
students’ understanding is crucial to ensure
that they are not just listening, but actually
acquiring the concept taught.

8

E pn

EVALUATE AND
REVISE

Due to the fact that technology and learner needs are
constantly evolving, the final step of ASSURE is as important as
other steps as it includes to evaluate and revise our blended
teaching strategies, techniques and materials used in teaching
to ensure that it is beneficial for students. And this step should
focus on feedback from students. By evaluating, it can be
determined if the lesson was effective.

These following questions can help us in
evaluating our teaching strategies, etc:

Did your lesson meet the learning objectives that you
planned? How will you determine whether the
students reach the objectives? How will you
determine whether or not your performance was
effective?

Can we improve this lesson? How? How do you
evaluate your design weaknesses?

Is the usage of educational aids reasonable? How do
you evaluate the efficiency of these aids?

Can other techniques, educational aids and materials

do better than those already used? 9

II

IMPLEMENTATION:

LESSON
PLAN







INSTRUCTIONAL TECHNOLOGY:
ASSURE MODEL

10

LESSON PLAN

SUBJECT CLASS

ENGLISH 2 AMANAH

AGE RANGE TOPIC

13-14 GRAMMAR
YEARS OLD
COUNTABLE AND
UNCOUNTABLE NOUNS
AND THEIR QUATIFIERS.

LESSON LENGTH METHOD

45 ONLINE
MINUTES LEARNING

11

Step 1:

ANALYZE LEARNERS

Learners can be analyzed in terms of their general
characteristic, specific entry competencies and
their learning style.

General Characteristics




This lesson is prepared for Form 2 class which consists of 23
students. There are 9 male students and 14 female students.
90% of the students in this class come from average family

backgrounds and most of their parents are working.

Specific Entry Competencies




All of the students have a basic knowledge of English and
enjoy learning it but they have difficulty in maintaining focus
during class as well as they hesitate to speak English in the

classroom because of their low language proficiency.

Learning Styles




Learning styles in this class vary from auditory to visual to
kinesthetic. 40% are auditory, 20% are visual and 40%
kinesthetics. Also, 90% of the students in class 2 Amanah

prefer getting guidance from the teacher.

12

Step 2:

STATE OBJECTIVES




AT THE END OF THIS LESSON,
STUDENTS SHOULD BE ABLE:

01. 02.

Explain what Identify countable and
countable and uncountable nouns as
uncountable nouns
well as their
are. quantifiers.

03. 04.

Match appropriate Effectively use
quantifiers to quantifiers in sentence
countable and
composition.
uncountable nouns.

13

Step 3:

SELECT METHODS, MEDIA AND MATERIALS

the chosen Three methods of teaching are
as the following:

Online This teaching method is Graphic
essentially a student-centered
Learning approach which student will learn Organizers
through actions and the teacher
Due to the current pandemic guides the students through Graphic organizers can be
situation in Malaysia, the best applied to the teacher and the
questions posed, methods students. As the teacher, you
choice and safest way to designed, and data interpreted by can implement the graphic into
proceed the learning is by the students. The observation they
having online learning or the teaching as a tool to
distance learning. You can use make will be discussed and improve students'
any online platforms to have reflected in groups.
meeting with your students understanding of the lesson
using education institution Inquiry-Guided and hand it out as an
emails that have been provided
Instruction assignment to the students to
to the teachers. summarize the lesson in form
of infographic to evaluate their

understanding.

Materials Materials can exist in various forms and types and mostly would be the mediums for the information
to be delivered to the students. Here we prepared the materials of teaching that would suit for online
learning including the hardware to enable the following materials such as the online meeting platform,
the presentation software and the editing software.

Media The media below are the media which are commonly used for learning, either it is face to face
learning or online learning. These elements are useful to display the graphic and animation that
will arouse students' interest in the lesson.

14

Step 4:

UTILIZE METHODS, MEDIA AND

MATERIALS

01. PREVIEW THE 02. PREPARE THE
MATERIALS MATERIALS

If you are planning to show Include text, graphics and
your students any YouTube animations in your slides to
videos, make sure it contain make it more interesting
accurate information and and informative.
understandable. Do double-check your
Select suitable app to slides to ensure you
prepare your slides inserted accurate
presentation, such as information and free from
PowerPoint. any misspellings.

03. PREPARE You have to make sure the room is free from any
THE sources of noise that will disturb the students
during class.
ENVIRONMENT You should also consider choosing a room that
has a stable internet connection to ensure the
class can be conducted smoothly and effectively.

04. PREPARE THE 05. PROVIDE
LEARNERS LEARNING EXPERIENCE

Inform the students that You should try to carry
they are going to use the lesson smoothly as
Google Meet for the planned.
lesson, on Monday at 10 Make sure to implement
a.m. the media and materials
This is to ensure that they chosen in your teaching,
are well-prepared in terms to make sure you can
of managing their time, and achieve the learning
installing the application in objectives.
their devices.
15

Step 5:

Require Learner Participation

Key question:

"How to excite students and have them voluntarily participate
in their own learning?"

Conduct fun theme-incorporated group
activities

You can conduct a theme-incorporated activity.
A tip is to get to know your students by observing
what do they like to talk about a lot in after-class
casual chit chat sessions. Once identified, have that

as a theme for the class activity.

Example Now you know that the students
(from previous after-class casual chit chat session): are hyped about this, include this
A student asks the teacher about a new movie that recently theme for the class activity. This
came out: will excite them and gain their
Student A: "Teacher have you seen the recent Spiderman movie?" interest to participate in the lesson.
Teacher: "Oh, I haven't gotten the time yet to go to the movies, but To divide them into groups, let them
I am a big fan of all the Spiderman movies." choose their favorite Spiderman
Student B: "It's awesome! You have to watch it!" actor. You can use Jamboard to
Student C: "Teacher, who is your favorite Spiderman actor of all have all the students write down
the Spiderman movies?" their names according to their
Student D: "I don't know about everyone, but I think Andrew chosen team name.
Garfield's the best Spiderman, I mean he's literally the "Amazing"
Spiderman! He's definitely teacher's favorite Spiderman. Teacher: "Today we are going to have a
Student E: "No way! Tobey Maguire is the GOAT!" class activity with a Spiderman theme!
There will be team Andrew Garfield,
(Greatest Of All Time) team Toby Maguire and team Tom
Student F: "You all have to be kidding! Tom Holland is Holland. The team that gets the most
AWEEEESOMEEE!" points will receive a prize from me. So,
class, to prove that your favorite
Get creative by utilizing the online meet Spiderman is the best, you have to pay
platform's built-in feature attention to today's lesson, as all the
questions will be about countable and
Instead of using Kahoot and Quizizz, integrating your uncountable nouns."
own ideas by using whatever functions that is there,
like in the Google Meet, i.e. the "Hands Up" button can

help you out in conducting a group class activity.



Each team will be given chances to answer a question. To have every team 16
members pinned to the main screen, you can instruct the students to use the
'Hands Up' button. Once their turn is done, ask them to unraised their hands
(unclick 'Hands Up'). The next team will do the same thing. In this way, it is
easier for you to monitor your students.

Step 6:

Evaluate and Revise

How to achieve and meet How to analyze students'

learning objectives? understanding?





Do a discussion or QnA session in Having a relax quiz session about the
the end of every class. If students English grammar that have been

ask many questions to the taught in every class session or weekly
educators, it proves that your by using Kahoot, Quizizz, etc. Just to
teaching methods are not suitable analyse which questions or which parts
that many students not able to answer.
and effective enough.
You also can assign them to do a
summary of learning in form of
infographic by using Canva or else.

How to analyze the media How to determine the
effectiveness of teaching?
effectiveness?




It's rare to do, but you can provide
Actually, by having a quiz or QnA or a "Rate Your Teacher" form
discussion, you have already analyze where students need to tick
the effectiveness of the media that you
use. Maybe the part or the questions whether he/she agree or disagree
that students were not able to answer on your teaching methods or etc.
are because of your media usage is the
From this, you can get a direct
main problems such as your feedback from students.
PowerPoint slides or YouTube video
are not too informative and not able to 17
attract their attention or maybe at that

time the Google Meet didn’t run
smoothly because of internet
connection.

SUMMARY -
FLOW CHART

ASSURE

A Analyze learners and get to know them in detail.
Analysis of student characteristics can provide useful clues in selecting
teaching methods and media.
Learners can be analyzed in terms of their general characteristics, specific
entry competencies, and learning styles.

S The stated objectives are statements describing what the learner will know
or be able to do as a result of the lesson.
The objectives you use should be as specific as possible so that the learner
will know what they are supposed to do.

S Select and choose appropriate method, media and materials for the lesson
to support and improve the effectiveness of learning.
The method, media and materials should be suitable and considered to
every student's learning styles and the objectives of the lesson.

U Utilizing the methods, media and materials that have been chosen by selecting
and describing in detail how to implement them in the lesson.
There are five p's to be followed which are preview the materials, prepare the
materials, prepare the environment, prepare the learners, and provide
learning experience.

R Require learner participation.
Conduct fun theme-incorporated group activities to excite students and
have them voluntarily participate in their own learning.

E Evaluate and revise teachers' blended teaching strategies,
techniques and materials used in teaching.
To determine if the lesson was effective

18

CONCLUSION

WE TRAIN OUR STUDENTS TO REACH THEIR MAXIMUM POTENTIAL.

ASSURE MODEL HAS COMPILED ALL In addition, the model proved its
THE NECESSARY STEPS TO CONDUCT
comprehensiveness as it has
AN EFFECTIVE INSTRUCTION.
covered from pre-class

Practitioners acknowledged that the
preparation until the evaluation in
ASSURE model is a practical, easy-to-
implement approach for integrating a simplified way which could be
technology into classroom instruction
(Kim & Downey, 2016). Following the defined as a well-prepared model
model step-by-step, teachers will get to
attain large learning gains from the for the teacher or instructor to
students. Thus, it is worth considering
that ASSURE contributes a great impact conduct the learning lesson. Most
in teaching and learning.
importantly, ASSURE model has

utilized and implemented the

technology in the instruction as

education supports and tools to

improve its effectiveness on the

students.

19

References

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Schools. https://schools.magoosh.com/schools-blog/top-10-teaching-
strategies

Kim, D., & Downey, S. (2016). Examining the Use of the ASSURE Model by K–12
Teachers. Computers in the Schools, 33(3), 153-168.​

Kurt, S. (2016, February 14). ASSURE: Instructional Design Model. Educational Technology.
https://educationaltechnology.net/assure-instructional-design-model/

OLCreate: General teaching methods: Purpose of teaching and learning materials.
(2020, October 25). Distance Learning Courses and Adult Education - The Open
University. https://www.open.edu/openlearncreate/mod/page/view.php?id=168509

Overview of the ASSURE MODEL. (2014, September 15). ASSURE MODEL IDT 8074.
https://idtassuremodel.wordpress.com/about/

Park, C. (2003). Engaging Students in the Learning Process: The learning journal.
Journal of Geography in Higher Education, 27(2), 183–199.

Patrick Lefebvre. (2006). Infusion of Technology in the Classroom: Implementing an
Instructional Technology Matrix to Help Teachers. Thesis. Department of
Education, Concordia University, Montreal, Quebec, Canada.

Rob Koper. (2006). Current Research in Learning Design. Educational Technology &
Society, 9 (1) 13-22.
https://doi.org/10.1080/03098260305675

Spencer, R. C. (2021, May 12). 6 Tips To Apply The ASSURE Model In Blended Learning.
ELearning Industry. https://elearningindustry.com/6-tips-apply-assure-model-
blended-learning

The assure model in teaching. (n.d.). Instructional Technology.
https://pascapbi-3a.blogspot.com/2017/01/theassure-in-teaching-by-trihari-
nurdi.html

Using media to enhance teaching and learning. (2020, April 19). Using Media to Enhance
Teaching and Learning. https://serc.carleton.edu/sp/library/media/index.html

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