1. REFERENCES https://youtu.be/4ayIoU0Bwxk?si=bTbSTVl-hHFPwTl9 https://youtu.be/208m4Iy8HP0?si=w_dBDKcPB0U4A52y https://educationaltechnology.net/assure-instructional-design-model/ http://sc.edu/about/offices_and_divisions/cte/teaching_resources/course_design_development_delivery/learning_outcomes/#:~text=Learning%20outcomes%20help%20facult
2. Instructional Design can be defined as '' a systematic process, represented by models, based on theory, and grounded in data while focused on problem solving (Tracey Baaki, 2014, p.2)
2.1. This means that there is a whole academic field dedicated to helping you create the best possible lessons for your students.
2.2. There is some instructional designs such as ADDIE , ASSURE model.
2.2.1. ADDIE MODEL . Analysis ( clarify the instructional goals and objectives and identify the learning environment. Design ( development of learning objectives,assessment instruments,lesson planning. Development ( developers create and assemble the content) Implementation ( a procedure for training the facilitators and the learners is developed. Evaluation (both formative and summative assessments are planned for.
3. Learning Outcomes are the skills and knowledge that a student will be able to demonstrate upon completion of the learning process.
3.1. Learning outcomes help faculty to: Decide our emphasis in the course: Of all the things we could teach, what should we teach? Decide how best to teach: Teaching students to analyze requires different teaching approaches from teaching students to memorize. Decide how best to assess learning: Do I need a project or a final exam? Communicate expectations to students: What are our decisions on the matters above?
3.2. A.B.C.D. of Learning Objectives A = audience. The audience describes who the learner is. Example: The _ ________ will be able to . . . fifth grade student, Geography student, Calculus II student, etc.
3.3. B =behavior. The behavior is the action, skill, competency, or learning that the audience will accomplish as a result of your teaching/activity. Review Bloom’s Taxonomy for examples of power verbs. Examples: list 10 descriptive verbs that could be used in place of “said,” place the regions of Missouri on a map, form the letters a, o, and d correctly, label the organs of the digestive system, demonstrate dribbling and passing form, etc.
3.4. C= condition. The condition describes the circumstances under which the learning will occur. In other words, it describes required resources or materials the student would need to access when completing the task.Example: After watching a video the student will . . .
3.5. D = degree. The degree describes the level of mastery the student must demonstrate to indicate he/she successfully mastered the objective. Example: at least 3 out of 4 (75%) causes of the Civil War
4. ASSURE is an instructional design model that has the goal of producing more effective teaching and learning. “ASSURE” is an acronym that stands for the various steps in the model.
4.1. A – Analyze Learners
4.1.1. The first step in the process is that the teacher should analyze the attributes of her learners. There should be a focus on those learner characteristics which are associated with the learning outcomes desired.
4.2. S – State Standards and Objectives
4.2.1. After the analysis of the learner attributes, the teacher must state standards and objectives for the learning module. This statement consists of a specification of what the learners will be able to do as a result of the instruction.
4.3. S – Select Strategies, Technology, Media, and Materials
4.3.1. The second “s” in the acronym stands for select strategies, technology, media, and materials. Given what your learning objectives are, it’s necessary to pick instructional strategies, technology, and media that will bring about the results that you want.
4.4. U – Utilize Technology, Media, and Materials
4.4.1. This step in the ASSURE process concerns making a plan as to how you will utilize the technology, media, and materials that you have selected. As with all of the instructional steps, you must make sure that your plans contribute towards producing the objectives that you have laid down.
4.5. R – Require Learner Participation
4.5.1. This step actually belongs within earlier steps. It requires that you make plans to how you are going to actively engage your students in the material that you are teaching. This needs to be figured out both at the class level and the individual level.
4.6. E – Evaluate and Revise
4.6.1. The final step in the ASSURE process is just as crucial as all of the others. In this step, you evaluate the impact of your teaching on student learning. This includes an evaluation of your teaching strategies and the technology, media, and materials that you used.