Phase 2: ASSURE Model

This is the first lesson of the second phase of this course. This phase will focus on designing a lesson augmented by technology with emphasis on the teaching resources you found and evaluated during the previous lessons in this course. This phase culminates in the final assignment. Your preparation for that assignment starts here. Click here to read the final assignment brief and note that you must produce a lesson structured according to the ASSURE lesson design model.

What is the ASSURE model?

In a nutshell, ASSURE stands for 6 steps in lesson designed identified as:

We will work through these steps during the next four lessons, starting now with the Analyse step.

Before we proceed, you may like to read more about the ASSURE model. Bear in mind that it is often used to describe e-learning lessons, but we will apply it to classroom learning.

This short paper, The ASSURE Learning Model Lesson, will provide a simple summary.

A. Analyise learner

General Characteristics

This is a description of the class as a whole. This includes such information as the number of students, grade or age level, gender, socio-economic factors and cultural or other types of diversity.

Entry Competencies

This is a description of the types of knowledge expected of the learners.  Ask questions such as: “Do the students…

• Do the students have the knowledge base required to enter the lesson?
• Do the students have the entry competencies and technical vocabulary for this lesson?
• Are the students competent in the skills you are expecting them to apply during the lesson?
• Do the students have biases or misconceptions about the topic?

Learning Styles:

This is a description of the learning style preferences of the members of the class. The main choices are auditory, visual, and tactile/kinesthetic. Students with learning challenges tend to prefer kinesthetic experiences. Also determine how students tend to approach the cognitive processing of information. Finally, determine the motivational and physiological factors of the students. When it comes to motivational factors you should consider things such as anxiety, degree of structure, achievement motivation, social motivation, cautiousness, and competitiveness. The most prominent influences in physiological factors are sexual differences, health, and environmental conditions.