The ASSURE Learning Model

The ASSURE Learning Model

A good strategy for dealing with the new instructional media and technologies is to develop a planning framework to assist in determining when it is appropriate to use these technologies instead of reacting to their integration and use into the educational environment, and one useful mechanism of planning is the ASSURE model (Aziz, 2003). The primary goal of teachers is to meet the unique needs of each student so they can achieve maximum levels of learning and the ASSURE model provides teachers with a systematic approach for analyzing the characteristics of students that impact their ability to learn while also, the analysis provides information that enables you to strategically plan lessons tailored to meet the specific needs of your students (Smaldino, Heinich, Molenda & Russel, 2008).

“By following the six steps of the ASSURE model, instructors are able to incorporate new technologies and technology-based media into their courses appropriately and effectively” (Aziz, 2003, ¶9). Consequently, the current essay provides a presentation of a lesson that utilizes the ASSURE learning model and is applied to students of the fifth grade, aged 9 to 11 years and is part of the curriculum area of science. In addition, the current essay provides a report on the potential benefits and impact of the ASSURE lesson on student learning.
“ASSURE is an acronym for a series of six steps or procedures that take into consideration the different stages of instruction that is referred to as events of instruction” (Aziz, 2003, ¶2 ). In addition, “ASSURE is an acronym derived from the key verb descriptor of the tasks associated with the approach. As such, the model proposes a six-step guide for planning and delivering instruction” (Hanley, 2009, ¶3). “The ASSURE model is an instructional design model which helps organize thoughts and create a product for use in the classroom” (Burrell, 2009, ¶1). As Hanley reported, the ASSURE model is a constructivist approach to training design developed by Robert Heinrich and Michael Molenda and James D.Russell.
The ASSURE model is designed to focus the teacher’s efforts on the use of media and technology within the classroom environment while it also provides a planning framework for dealing with the ongoing changes of technology in the teaching and learning environment (Aziz, 2003).
According to Williams (n.d), the ASSURE model is: “(a) a procedural guide for planning and delivering instruction that integrates technology and media into the teaching process; (b) a systematic approach to writing lesson plans; (c) a plan used to help teachers organize instructional procedures; (d) a plan used to help teachers do an authentic assessment of student learning; and (e) a model that can be used by all presenters” (¶2). The ASSURE model “is based on six classroom procedures that Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Require Learner Participation, and Evaluate and Revise” (Muller, 2005, ¶1).

The first step in the ASSURE model involves analyzing learners. In order to select the best media and technology for the delivery of instructional content, it is essential to identify and analyze the audience while also general characteristics, specific entry competencies, and learning styles are key characteristics to consider at the onset of planning (Aziz, 2003).
The second step involves stating standards and objectives. Stating clear and specific objectives is important for establishing learner expectations and setting the criteria for what media and technology will be suitable for the particular lesson (Aziz, 2003).
The third step in the ASSURE model involves selecting the methods, media, and materials that will be appropriate for the particular lesson and teaching and learning environment. The teacher first selects a teaching method, followed by materials and equipment that are available at school while the teacher also, develops instructional materials and evaluation guidelines (Muller, 2005). As Aziz (2003) supported, the selection of the appropriate media and technology will facilitate the learner’s progress.
The fourth step in the ASSURE model involves utilizing media and materials after they have been selected. Media and materials must be properly implemented in the teaching and learning environment (Aziz, 2003). As Smaldino et al. (2008) stated the 5 Ps process is followed: preview technology, media, and materials; prepare technology, media, and materials before using them; prepare the environment; prepare the learners so they are ready to learn; and provide the learning experience.

The fifth step involves requiring learner participation in the learning process. According to Aziz (2003), the teacher is encouraged to provide ample opportunities for learners to manipulate and interact with instructional materials, practice skills relevant to the stated objectives, and provide and obtain feedback regarding their learning experience. In addition, as Aziz supported, research has demonstrated that active learner participation in the educational process enhances student outcomes and increases the likelihood of a successful and satisfactory learning experience.
The sixth and final step in the ASSURE model involves evaluating and revising the effectiveness of instruction. “The evaluative process may take place in various formal or informal ways including group discussion, exit interviews, distribution and collection of assessment instruments, and so on” (Aziz, 2003, ¶8).
Next, follows a presentation of a lesson that utilizes the ASSURE learning model. The specific lesson is applied to students at the elementary school of the fifth grade, aged 9 to 11 years, is part of the curriculum area of science, and refers to comparing and contrasting the basic characteristics of the land and ocean environment as well as defining the characteristics of land animals. In addition, after the presentation of the lesson, a report is provided on the potential benefits and impact of the lesson that utilizes the ASSURE model on student learning.
The first step of the lesson that utilizes the ASSURE learning model includes analyzing learners and specifically, it includes analyzing the general characteristics of the learners, entry competencies, and learning styles. The learners are twenty fifth grade students in a rural elementary school. The students range in age from 9 to 11 years of age. There are ten girls and ten boys. None of the students have learning disabilities. Students come from a homogenous ethnic background but a diverse economic background (Yates, 2007).
Entry competencies of the students include the following: the students have the basic knowledge of the names of the land animals and land and ocean environments, they know how to perform research, how to follow links to Internet sites while they have also prior experience and knowledge of how to create a PowerPoint presentation.

The learning styles of the students are as follows: all students are motivated and enjoy the school setting while also the majority of the class has a preferred learning style of kinesthetic and visual aspects (Mazurak, Shiroma & Young, n.d). The students, dο not like reading from textbooks and they prefer materials of real-life issues, they appear to learn best in cooperative team settings while they also like to work on projects and conduct oral presentations (Muller, 2005). In general, the students’ learning styles vary, but most love hands-on experiences while also the instructions and learning is best followed more effective when it is student-centered (Perez, 2007). In addition, the students are very skilled at using computers and the Internet to do research while also, the majority of the students are visual learners (Sundberg, 2005).
Going further, the second step for conducting the lesson that utilizes the ASSURE learning model, includes stating the standards and objectives. The learning objectives are derived from curriculum and technology standards which provide general descriptions of expected student performance (Smaldino et al., 2008). Regarding the specific lesson that is applied to the fifth grade students, the following curriculum standards are expected to be achieved as reported by the National Science Education Standards (The National Academies Press, 1996): Content Standard 3: all students should develop an understanding about the structure and function in living systems as well as an understanding about the diversity and adaptations of organisms. In addition, the following technology standards are expected to be achieved as reported by the National Educational Technology Standards for Students (International Society for Technology in Education, 1998): (a) Standard 3: Technology Productivity Tools: all students should use technology tools to enhance learning, increase productivity, and promote creativity; (b) Standard 4: Technology Communications Tools: all students should use telecommunications to collaborate, interact with peers, experts, and other audiences and use a variety of media and formats to communicate information from a variety of sources; (c) Standard 5: Technology Research Tools: all students should use technology to locate, evaluate, and collect information from a variety of sources and use technology tools to process data and report results.
The objectives for carrying out the specific lesson that utilizes the ASSURE learning model, include the following as reported also by Mazurak et al. (n.d): (a) fifth grade students will define basic characteristics of land animals in science journals; (b) fifth grade students will use a Venn diagram in order to compare and contrast the basic characteristics of the land and ocean environment; (c) fifth grade students will analyze the environmental changes in small groups; (d) fifth grade students will describe how animals respond and adapt to the new environment in their science journals; (e) fifth grade students will write a paper about land animals, their environment, and the transition using Microsoft Word; and (f) fifth grade students will search, locate, evaluate, and collect information through the Internet, e-mail, WebQuests, simulations, and virtual fieldtrips.

The third step in the ASSURE model involves selecting the instructional strategies, the technology and media, and the lesson materials. For the specific lesson, teacher-centered and student-centered strategies are selected to be followed. In specific, the teacher-centered strategies will include the activities to be used for teaching the lesson and to introduce the guidelines for students to complete their final reflections and in general, include the provision of a description of the lesson objectives while also, the student-centered strategies will include the activities that engage students in active learning such as discussions, conducting an Internet search as well as creating written reflections of what students learned in reading (Smaldino et al., 2008).
The materials and equipment necessary for conducting the lesson include the following: computers with Internet access, science journals to record information, rubrics for students, Microsoft Word and PowerPoint program, flipchart, simulations, WebQuests, and virtual fieldtrips. In specific, the media and materials needed for the lesson include the following as reported also by Mazurak et al. (n.d): (a) students will use Microsoft Word to write their research report about land animals; (b) students will use PowerPoint to create a presentation to present a summary of their research projects; (c) students will use virtual fieldtrips and simulations to experience the environment and life styles of land animals; (d) students will use the Internet to conduct research about land animals; (e) students will use WebQuests to explore different resources; and (f) students will use e-mail to communicate with professionals who work with land animals. In addition, the methods that will be used include discussions, presentations, demonstration, cooperative learning, and discovery (Tucker, 2005a).
Going further, the next step in the ASSURE model involves utilizing technology, media, and materials. For this to be achieved the 5 Ps process is followed: preview the technology, media, and materials; prepare the technology, media, and materials, prepare the environment; prepare the learners; and provide the learning experience (Smaldino et al., 2008). First of all, the teacher will inspect the computers that will be used to ensure that they are in working order and possess working copies of Microsoft Word and PowerPoint as well as Internet access (Tucker, 2005b). After, the instructor will preview Internet resources, including WebQuests, virtual field trips, and simulations (Mazurak et al., n.d). As Smaldino et al. supported, this will also ensure that students are not exposed to inappropriate content that may be present in computer games or online periodicals. In addition, the instructor should be fully aware of all aspects of Internet issues and problems and know how to troubleshoot if the need arises (McSherry, 2005).

Next, the instructor will prepare the technology, media, and materials that will support the instructional activities, and will gather all the equipment that will be needed and determine in what sequence the materials will be used (Smaldino et al., 2008). Specifically, the instructor will organize materials for the students such as textbooks, science journals, Venn diagram, flipchart, and all notes will be gathered for student use (Mazurak et al., n.d). In addition, the instructor will prepare the student WebQuest page, handouts, and rubrics using Microsoft Word software while also, the instructor will make sure that the necessary equipment is working and is accessible for the students to use (Muller, 2005). Moreover, the instructor will do a walk-through in the computer lab prior to class to ensure all stations are working properly and that all computers are able to access the Internet and the programs that will be used (McSherry, 2005). The teacher in general, will ensure that all hardware and software are functioning properly and any hardware or software issues will be resolved prior to the commencement of the lesson (Tucker, 2005b).
After preparing the technology, media, and materials, the teacher will prepare the environment. The computer lab will be checked by the teacher prior to class for adequate lighting, comfort, and in order to ensure that all media is properly working while also, a back-up lab and emergence contact person will be available in case the reserved computer lab is not adequately prepared for instruction and for carrying out the lesson (McSherry, 2005). For the specific lesson, the environment will be prepared as follows: (a) students will present their PowerPoint presentation in a circle; (b) students will work in pairs with their desks pushed together when working on the Venn diagram; (c) students will also work in small groups in order to compare the environmental changes of animals; (d) the rest of the activities will take place in the computer lab, where the instructor will use a digital projector to model various simulations, virtual fieldtrips, and WebQuests while also, the students will work on these computer activities on their own (Mazurak et al., n.d).
Afterwards, the teacher will prepare the learners. As Smaldino et al. (2008) reported, “Research on learning tells us very clearly that what is learned from an activity depends highly on how learners are prepared for the lesson” (p.102). For the specific lesson, a packet will be given to the students that will include directions, a Venn diagram, rubrics, and other necessary materials (Mazurak et al., n.d). The sixth and final step in the 5 Ps process involves providing the learning experience. For the specific lesson the learning experience that will be provided is the following: (a) the teacher will use a digital projector to introduce computer activities; (b) students will need to search the Internet, write a report, complete virtual fieldtrips and simulations, and participate in WebQuests while using the computers; (c) the class will use a flipchart to classify animals; and (d) students will use journals to organize and respond to questions provided by the instructor (Mazurak et al., n.d).

Going further, the fifth step in the ASSURE learning model involves requiring learner participation. For the specific lesson, students will participate in the following ways as reported also by Mazurak et al. (n.d): (a) in large group activities for introducing material, working on the flipchart, and when sharing characteristics of animals; (b) in small group activities in order to prepare the Venn diagram and to discuss the environmental changes of land animals; and (c) in individual activities for completing their science journal activities such as Internet search, PowerPoint presentation, write a report and communicate with experts using e-mail.
The sixth and final step in the ASSURE learning model involves evaluating and revising and specifically, it involves assessing learner achievement and evaluating and revising strategies, technology, and media (Smaldino et al., 2008). As Jacobs (n.d) stated it is critically important to know if the students have learned anything from the lesson. Therefore, during the whole lesson, the teacher should be monitoring the students’ progress and observe student participation (Yates, 2007). Student work will be assessed using the following ways: (a) 20 points for collecting data; (b) 30 points for presenting the information; (c) 10 points for students’ interpretation of information; and (d) 10 points for the presentation’s style (Mazurak et al., n.d).
Moreover, the evaluation of media and methods will be based on the following questions as reported also by Mazurak et al. (n.d): (a) Do you have success when the teacher uses a projector for presenting information? (b) Would you have accurately filled in the Venn diagram without a teacher demonstration? (c) Is there anything that would help you to better understand the information presented by the teacher? (d) Evaluation of overall instruction, where students will complete an evaluation form about the computer activities and the teacher will compare student outcomes and opinions with her own observations of the experience.

Furthermore, in order to assess the value of the media and lesson methods upon student learning, the teacher will reflect on the following questions: (a) Did most of the students seem excited about and engaged during the creation of their presentations? (b) Did most of the students seem interested in the presentations of their peers? (c) Were students able to complete presentations without excessive assistance from the teacher? (Tucker, 2005b)
In addition, students will be formally assessed with a rubric upon completion and presentation of final product while also presentation evaluation forms will be taken into consideration when scoring using the rubric (Tucker, 2005b).
Moreover, additional questions on the evaluation will include the following: (a) What did you like best and what least about today’s lesson? (b) In what ways do you think the lesson could be improved? (c) What activities today did you find most and least helpful? (d) How do you think the teacher could improve this lesson? (e) Did the teacher seem knowledgeable and prepared when presenting today’s lesson? (f) What could the teacher have done to make today’s lesson more helpful to students? (g) Additional comments, suggestions, and questions (McSherry, 2005).
Going further, the use of the ASSURE learning model for designing this specific lesson can positively impact students’ learning and can provide students with many benefits. In particular, “the ASSURE model puts a heavy emphasis on active student engagement in learning activities” (Blogbus.com, 2008, ¶2).
The use of this specific lesson that utilizes the ASSURE learning model apart from being simple and clear to follow, it also takes into consideration the students and offers flexibility, while most important, it incorporates learner participation and interactivity from the start and places emphasis on the learners themselves (Benson, 2003).
Moreover, the specific ASSURE lesson plan can have a positive impact on student learning and can provide students with many benefits regarding their learning since, it presupposes to take into consideration many of the students’ characteristics. In specific, in ASSURE learning model, you need to give details about the learners and to make one-on-one relation between students in order to analyze them easily (Cetin, n.d). In addition, the ASSURE learning model “includes the learner analysis to help design instruction to reach the different learning styles using Gagne’s Events of Instruction” (Boggs, 2007, ¶1).
In conclusion, the current essay provided a presentation of a lesson that utilizes the ASSURE learning model. The specific lesson is applied to students at the elementary school of the fifth grade and is part of the curriculum area of science. After conducting this specific ASSURE lesson students should be able to define major characteristics of land animals, compare and contrast basic characteristics of the land and ocean environment, describe how animals respond and adapt to the new environment and analyze the environmental changes. In addition, for completing the lesson activities, students should be able to use Venn diagrams, science journals, simulations, virtual field trips, the Internet for research, Microsoft Word, and PowerPoint for creating presentations.
Closing up, “just as important, as new technologies are introduced into the educational arena, the ASSURE model is a tool that helps instructors keep their courses up-to-date without spending an inordinate amount of time integrating technology purely for technology’s sake” (Aziz, 2003, ¶9).


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