The ASSURE Model
 
 
A
 Analyze Learners
S
 State Objectives
S
 Select Methods, Media, and Materials
U
 Utilize Media & Materials
R
 Require Learner Participation
E
 Evaluate and Revise
 
 
Analyze learners

General Characteristics

Describe the characteristics of the class as a whole. Include information regarding the number of students, grade or age level, gender, socioeconomic factors, exceptionalities, and cultural/ethnic/or other types of diversity.

Entry Competencies

Do the learners have the knowledge base required to enter the lesson?
Do they have the entry competencies and technical vocabulary for this lesson?
Have they already mastered the skills you are planning to teach?
Do they have biases or misconceptions about the subject?

Learning Styles

Describe the learning style preferences of the individual members of the class (e.g., auditory, visual, tactile/kinesthetic). 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, determine the motivational and physiological factors of the learners. Consider things such as anxiety, degree of structure, achievement motivation, social motivation, cautiousness, and competitiveness.

State Objectives
Describe what the learner will do as a result of instruction. Describe specific outcomes you wish students to achieve. Use this to narrow the scope of your lesson. Well written objectives have three main components:
1. Given the specified context / materials
2. the learner will do / demonstrate desired outcome
3. to what specified level of proficiency
These are combined into single, complete sentences, such as:
Given colored pencils, a pen, and an unlabeled map of the United States, learners will color in the states, label each state with the correct state name, and label the Capital City in approximately the right location within the state, to 100% accuracy.
Use as many objective statements as needed to meet the goals of the lesson. Use the following questions to assess objectives.
Does each objective allow you to
1. Identify what the expectations are for the learner?
2. Identify the necessary requirements for the learning environment?
3. Assess learning?
4.Determine needs for appropriate media or materials?
How would you classify your objective(s)? Is the learning primarily
1. Cognitive?
2. Affective?
3. Psychomotor / Motor Skill?
4. Interpersonal?
5. Intrapersonal?

Select, modify, design Methods, Media, & Materials
Decide what method you will primarily use:lecture, group work, a field trip, etc. What media you will use: photos, multimedia, video, a computer? Are you using store bought materials, getting an outside resource to provide materials, modifying something you already have, or making something from scratch?
 
Selection Criteria
Does it match the curriculum?
Is it accurate and current?
Does it contain clear and concise language?
Will it motivate and maintain interest?
Does it provide for learner participation?
Is it of good technical quality?
Is there evidence of its effectiveness (e.g., field-test results)?
Is it free from objectionable bias and advertising?
Is a user guide or other documentation included?

Utilize Methods, Media, & Materials
Plan how you will implement your media and materials. For each type of media and/or materials listed under Select, Modify, and Design, describe in detail how you will implement them into your lesson to help your learners meet the objectives. Please write in complete sentences for each item.
 
There are several steps to creating good student-centered instruction.
  1. Preview the material -- Never use anything in class you havenít thoroughly checked out.
  2. Prepare the material- Make sure you have everything you need and that it all works.
  3. Prepare the environment- Set up the classroom so that whatever youíre doing will work in the space you have.
  4. Prepare the learners- Give the students an overview, explain how they can take this information and use it and how they will be evaluated up front.
  5. Provide the experience- Teaching is simply high theatre. Showmanship is part of the facilitatorís job. Teaching and learning should be an experience not an ordeal.

Require Learner Participation
Describe how you will get each learner actively and individually involved in the lesson. (e.g., games, team work, presentations, journals, etc.) All activities should provide opportunities to manipulate the information and allow time for practice during the demonstration of the skill.

Evaluate and Revise
Describe how you will, in the future, measure whether or not the lesson objectives were met. Were the media and the instruction effective?
 
Evaluate student performance:  How will you determine whether or not students met the lesson's objectives?
The evaluation should match the objectives. Some objectives can be adequately assessed with a pen and paper test. If the objectives call for demonstrating a process, creating a product, or developing an attitude, the evaluation will frequently require observing the behavior in action or evaluating products and projects that result from actions.
 
Evaluate media components:
How will you determine the media effectiveness?
 
Evaluate instructor performance:
How will you determine whether or not your own performance as instructor/facilitator was effective?