1. Incorporates Robert Gagne's 9 Events of Instruction
1.1. 1. Gain Attention.
1.1.1. Convey information that gets the learner's interest. This signals the beginning of a new learning event.
1.1.1.1. Use multimedia, scenarios, and problem statements to attract attention.
1.1.1.2. Announcements.
1.1.1.3. Short audio/video.
1.1.2. Evoke curiosity.
1.1.2.1. Ask leading questions.
1.1.2.2. Present a dilemma.
1.1.2.3. Present an analogy.
1.1.2.4. Present something controversial.
1.2. 2. Inform Learners of the Objectives.
1.2.1. Describe in detail what learners are expected to do and learn with the training, and how they will be assessed.
1.2.1.1. List the learning objectives at the beginning of the training.
1.2.1.2. Establish guidelines.
1.2.1.3. Share rubrics.
1.2.1.4. Distribute checklists.
1.2.1.5. Facilitate discussions.
1.3. 3. Stimulate Recall of Prior Learning.
1.3.1. Understand what the target audience already knows about what they will be learning.
1.3.1.1. Review prior material.
1.3.1.2. Administer a screening assessment.
1.3.2. Bridge the gap between old knowledge and new knowledge.
1.3.2.1. Explain how prior knowledge relates to a new topic.
1.3.2.2. Initiate discussion by asking students to share what they've already learned, or what related personal experiences they've had.
1.4. 4. Present the Content.
1.4.1. Convey the information in a way that is clear, consistent, concise, and conducive to learning.
1.4.1.1. There are many different mediums of presentation.
1.4.1.1.1. Readings.
1.4.1.1.2. Audio lectures.
1.4.1.1.3. PowerPoint (with audio).
1.4.1.1.4. Videos.
1.4.1.1.5. Websites.
1.5. 5. Provide Guidance.
1.5.1. Share tips that enable learners to apply the new material. The instructor provides guidelines, tools, and strategies to support learning, without "giving away" the answers.
1.5.1.1. There are many different resources one could use.
1.5.1.1.1. Job aids.
1.5.1.1.2. Cheat sheets.
1.5.1.1.3. Tip boxes.
1.5.1.1.4. Additional references.
1.5.1.1.5. Role plays.
1.5.1.1.6. Study guides.
1.5.1.1.7. Guidelines.
1.5.1.1.8. Rubrics.
1.5.1.1.9. Deadlines.
1.5.1.1.10. Group discussions.
1.6. 6. Elicit Performance.
1.6.1. Allow learners to practice what they've learned, with the point of letting them "try things out" before they are actually assessed.
1.6.1.1. Allow students to practice with some of these elicitations.
1.6.1.1.1. Scenario-based discussions.
1.6.1.1.2. Role plays.
1.6.1.1.3. Quizzes.
1.6.1.1.4. Drafting/revising writing.
1.6.1.1.5. Learning-based games.
1.7. 7. Provide Feedback.
1.7.1. Let learners know how they've performed so far.
1.7.1.1. Include feedback on quizzes.
1.7.1.2. Discussions.
1.7.1.3. Facilitate peer review/feedback.
1.7.2. Reinforce retention of material.
1.7.2.1. Practice/play online quizzes/games that provide immediate feedback.
1.8. 8. Assess Performance.
1.8.1. Review learners' performance to confirm if the training was effective.
1.8.1.1. Conduct surveys and post-training discussions.
1.8.1.2. On the job performance evaluations.
1.8.2. Summative assessments should come at the end of each learning module.
1.8.2.1. Finished/revised paper.
1.8.2.2. Products.
1.8.2.3. Portfolio.
1.8.2.4. Essay exam.
1.8.2.5. Final quizzes.
1.8.2.6. Presentation.
1.9. 9. Enhance Retention and Transfer.
1.9.1. Provide opportunities to allow learners to recall and apply what they learned during training.
1.9.1.1. Social media.
1.9.1.2. Newsletters.
1.9.1.3. Blogs.
1.9.1.4. Document the learning experience.
1.9.1.4.1. Journaling.
1.9.1.4.2. Blogging,
1.9.1.5. Identify a new situation or application for the new knowledge.
1.9.2. Allow the learners to internalize the information.
1.9.2.1. Debrief the class on what has been learned.
1.9.2.2. Summarize what has been learned and apply that to new situations.
2. The ASSURE method is an Instructional Systems Design. that has been modified for the use of teachers in the general classroom.
2.1. The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students.
2.2. This process is to be used in writing lesson plans and improving teaching and learning outcomes.
3. There are 6 sequential subcomponents of the ASSURE method.
3.1. 1. (A)nalyze Learners.
3.1.1. "The process starts with looking at the learner in detail. Nothing you plan or design is effective unless you have taken the time to look at the learners."
3.1.2. "By understanding where the learners are at the start of instruction, a teacher will make every effort to assist all learners to be successful in their learning endeavors."
3.1.3. "Knowing as much as possible about your learners is critical to design and implementation of instruction."
3.1.4. Identifying the audience.
3.1.4.1. General characteristics.
3.1.4.1.1. Grade level.
3.1.4.1.2. Age.
3.1.4.1.3. Sex.
3.1.4.1.4. Developmental status.
3.1.4.1.5. Socioemotional status.
3.1.4.1.6. Socioeconomic status.
3.1.4.2. Specific entry competencies.
3.1.4.2.1. Prior knowledge of topic.
3.1.4.2.2. Prior skills related to the topic.
3.1.4.2.3. Prior attitude towards the topic.
3.1.4.3. Learning styles.
3.1.4.3.1. Visual.
3.1.4.3.2. Musical.
3.1.4.3.3. Verbal.
3.1.4.3.4. Logical.
3.2. 2. (S)tate Objectives.
3.2.1. "[This] refers to knowing the intended outcomes or expectations. No instruction should begin without everyone having a clear understanding of what is supposed to happen in the instruction."
3.2.2. " This does not preclude the possibility of additional learning taking place, but without a road map, some of your learners may well be 'lost.'"
3.2.3. "As we edge closer to the 100% of all students meeting or exceeding expectations, I believe that students need to know what is expected of them. I do believe that there is more than one “right way” to achieve those expectations and more than one “right medium” to use, because it’s not a one-size fits all world. BUT, as NCLB is still a mandate, we need to find ways to make it possible for our diverse learning population fit into the “mold” that has been outlined for us."
3.2.4. Most objectives contain four distinct parts.
3.2.4.1. 1. Who your learners are.
3.2.4.2. 2. What behavior is to be demonstrated.
3.2.4.3. 3. Under which conditions will the behavior be observed.
3.2.4.4. 4. To what degree are the learned skills to be mastered.
3.3. 3. (S)elect Methods, Media, and Materials.
3.3.1. The instructor is connecting the audience to the objectives.
3.3.2. The instructor must decide which method is best to accomplish this
3.3.2.1. This is where the ASSURE method incorporates Robert Gagne's 9 Events of instruction. Select methods, media, and materials that are congruent with the first three of Gagne's 'events.'
3.3.2.1.1. They should be attention grabbing.
3.3.2.1.2. They should inform learners of the objective.
3.3.2.1.3. They should stimulate recall of prior learning.
3.4. 4. (U)tilize Methods, Media, and Materials.
3.4.1. The instructor develops a plan for how they will implement their media and materials.
3.4.1.1. Practice implementing the equipment ahead of time, to ensure that it is all functioning properly.
3.4.1.2. Prepare the room, the equipment, and the facilities.
3.4.1.3. Both the learner and teacher should be prepared for the learning experience.
3.4.2. For each type of media or materials, the instructor describes what that plan is, and how it will help meet the lesson's objective.
3.4.2.1. This is another moment where the ASSURE method incorporates Robert Gagne's 9 Events of instruction. Connect the media and materials with the lesson's objective in a way that is congruent with the second three of Gagne's 'events.'
3.4.2.1.1. The media/materials should present a stimulus.
3.4.2.1.2. The media/materials should provide learning guidance.
3.4.2.1.3. The media/materials should elicit performance.
3.5. 5. (R)equire Learner Participation.
3.5.1. The instructor must describe how they are going to get each learner actively and individually involved in the learning experience
3.5.1.1. Students learn best when they are actively involved in the learning erxperience. This is related to Gagne's 9 Events:
3.5.1.1.1. Providing feedback/reinforcement.
3.5.1.1.2. Assessing performance/retrieval.
3.5.1.2. There are many different teaching strategies. They should each incorporate:
3.5.1.2.1. Q&A.
3.5.1.2.2. Discussions.
3.5.1.2.3. Group work.
3.5.1.2.4. Hands-on activities.
3.5.2. The instructor should pay close attention to their learners and feel confident that they are not only listening, but being engaged by/engaging with the content.
3.5.2.1. Allow students to construct knowledge as opposed to trying to impart knowledge.
3.5.2.2. Feedback must be provided to the learner before any type of evaluation is conducted.
3.5.2.2.1. This is also a critical part of Gagne's 9 Events.
3.6. 6. (E)valuate and Revise.
3.6.1. The evaluation should be matched to the objective.
3.6.2. This is ultimately the most important stage.
3.6.3. The instruction process itself should be evaluated from start to finish.
3.6.4. Reflect on:
3.6.4.1. The objectives.
3.6.4.2. Your strategy.
3.6.4.3. The materials.
3.6.4.4. The assessment.
3.6.5. "By evaluating learners against the objectives, it can be determined if the lesson was effective and whether any step needs to be modified or reexamined."