TEACHING MEDIA 3

CHAPTER REPORT 3

The Assure Model

Contructed a procedural model to which have given the acronym ASSURE it is intended to assure effective instruction. Gagne’s (1985) research revealed that well-designed lessons begin with the arousal of students’ interest and then move on to present new material, involve students in practice with feedback, assess their understanding, and go on to followup activities. The ASSURE model incorporates these events of instruction. The ASSURE model focuses on planning surrounding the actual classroom use of media and technology.

Analyze Learners

The first step in the ASSURE model, therefore, is analyze of your audience. It is not feasible to analyze every trait of your learners. Several factors, however, are critical for making good methods and media decisions:

-          General characteristics

-          Spesific entry competences

-          Learning styles

The third factor, learning style, refers to the spectrum of psychological traits that effect how we perceive and respond to different stimuli, such as anxiety, aptitude, visual, or auditory preference, motivation, and so on.

A.    General Characteristics

Even a superficial analysis of learner characteristics can provide helpful leads in selecting instructional methods and media. Learners entering a new conceptual area for the first time may need more direct, concrete kinds of experiences, such as fields trips or role playing exercises.

B.     Spesific Entry Competencies

The assumption that learners have the prerequisite knowledge or skill to begin the lesson can seldom be accepted casually in school settings. Furthermore, researcher studying the impact of different psycological traits on learning have reach the unexpected conclusion that students’ prior knowledge of a particular subject influences how and what they can learn more than does any psychological trait.

C.     Learning Style

Learning style refers to a cluster of psychological traits that determine how an individual perceives, interacts with, and responds emotinally to learning environments. Learning tyle variables discussed in the literature can be categorized as perceptual preferences and strength, information processing habits, motivational factors, and psychological factors.

1.     Perceptual Preferences and Strength, the main gateways include auditory, visual, tactile, and  kinesthetic.

2.   Information Processing Habits, this categoty includes a range of variables related to how individuals tend to approach the cognitive processing of information.

3.   Motivational Factors, motivation is an internal state that leads people to choose to work toward or againts certain goals and experiences. It defines what people will do rather than what they can do (Keller, 1987). Motivators can be categorized as either intrinsic or extrinsic. Intrinsic motivators are generated by aspects of the experince or task itself, such as challenge or curiosity. Extrinsic motivators are generated by factors not directly related to the experience or task, such as grades or recognition.

Keller describes four essential aspects of motivation:

-          Attention

-          Relevance

-          Confidence

-          Satisfaction

4.  Physiological Factors, factors related to gender differences, health, and environmental conditions are among the most abvious influences on the effectiveness of learning. Boys and girls tend to respond differenly to various school experiences.

State Objectives

An objective is a statement not of what the instructor plans to put into the lesson but of what learners ought to get out of the lesson. And objective is a statement of what will be achieved, not how it will be achieved.

A.    The ABCDs of Well-Stated Objectives

A well-stated objectives starts by naming the Audience for whom the objective is intended. It then spesifies the Behavior or capability to be demonstarte and the Conditions under which the bahavior or capability will be observed.

-         Audience

Accomplisment of the objective depens on what learners do, the objectives begins by starting whose capability is going to be changed. If you are repeating the objective in material written for student use, the informal “you” is preferable.

-         Behavior

The behavior or performance started in the obejctive should reflect the real-world capablity learners need, not some artificial ability needed for successful performance on a test.

-         Conditions

A statement of objectives should include the condition under which the performance is to be observed.

-         Degree

The final requirement of well-stated objective is that it indicates the standard, or criterion, by which acceptable performances will be judged.

B.     Classification of Objectives

Classifying objectives is much more than an academic exercise for educational psychologists. An objective may be classified according to the primary type of learning outcome at which it is aimed.

C.     Objectives and Individual Differences

Objectives in any the domains just discussed may, of course, be adapted to the abilities of individual learners. The started philosophy of most schools and colleges is to help students fulfill their full potential.

Select Methods, Media, and Materials

A systematic plan for using media and technology certainly demands that the methods, media, and materials be selected systematically in the first place. The selection process has three steps: (1) decideng on the appropriate method for the given learning tasks, (2) choosing the media format that is suitable for carrying out the method, and (3) selecting, modifying, or designing spesific materials within that media format.

A.    Choosing a Method

Any given lesson will probably incorporate two or more methods to serve different purposes at different points in the progression of the lesson.

B.     Choosing a Media Format

A media format is the physical form in which a message is incorporated and displayed. Choosing a media format can be a complex task considering the vast array of media and technology available, the variety of learners, and the many objectives to be pursued.

C.     Obtaining Spesific Materials

Obtaining appropriate materials will generally involve in one of three alternatives: (1) selecting available materials, (2) modifying existing materials, or (3) designing new materials.

1.      Selecting materials

-          Involving the Media/Technology Specialist

-          Surveying the Sources

-          Selection Criteria

-          The Instructor’s Personal File

2.      Modifying Existing Materials

This can be both challenging and creative. In terms of time and cost, it is more efficient procedure than designing your own materials, although the type and extent of necessary modification will, of course, vary.

3.      Designing New Materials

However, there may be times when your only resource is to design your own materials. As is the case with selecting from available materials, you must consider certain basic elements when designing new materials:

-          Obejctives

-          Audience

-          Cost

-          Techincal Expertise

-          Equipment

-          Facilities

-          Time

Utilize Media and Materials

The recommended utilization procedures are based on extensive research. The increased availability of the media and the philosophical shift from the teacher centered to student centered learning increases the likelihood that the student will be using the materials themselves as individuals or in a small group rather than wastching as the teacher present them to whole class.

A.    Previewing the Materials

During the selection process, should determine that the materials are appropriate for the audience and objectives.

B.     Prepare the Materials

Prepare the media and the materials to support the instructional activities that have plan to use.

C.     Prepare the Environment

Certain factors are often taken for granted for any instructional situation comfortable seating, adequate ventilation, climate control, suitable lighting, and the like.

D.    Prepare the Learners

A proper warmup, from an isntructional point of view, may be similar to one of the following:

-          An introduction giving a broad overview of the content of the lesson

-          A rationale telling how it relates to the topic being studied

-          A motivating statement

-          Cues directing attention to spesific aspects of the lesson

E.     Provide the Learning Experience

If the materials are teacher based, should present like a professional. If the experience is student centered, must play the role of guide of facilitator, helping students to explore the topic on the Internet, discuss the content, prepare materials for posrtfolio, or present information to their classmates.

Require Learner Participation

The behaviorist perspective proposes that individuals learn what they do that is, learning is process of try instruction. Followup activities can provide further approtunities. Teacher guides and manuals written to accompany instructional materials often suggest techniques and activities for eliciting and reinforcing student responses.

Evaluate and Revise

The final competent of the ASSURE model for effective learning is evaluation and revision. Evaluation is not the end of the instruction. It is the starting point of the next and continuing cycle in systematic ASSURE model for effective use of instructional media.

A.    Assement of Learner Achievement

The method of assesing achievement depends of the nature of the objective. Some objectives call for relatively simple cognitive skills.

B.     Evaluation of Methods and Media

Evaluation also includes assessment of instructional methods and media. Particularly after first use, instructional materials need to be evaluated to determine whether future use, with or without modification, is warranted.

C.     Revision

The final step of the instructional cycle is to sit back and look at the results of evaluation data gathering. That should reflect on the lesson and each component of it. Make notes immidiately following completion of the lesson, and refer to them before implement the lesson again.