The ASSURE Model of Lesson Plan
Analyze Learners 👨🏾🎓
State Objectives 🏴
Select Methods Media And Materials 📱
Utilize Media and Materials 💻
Require Learner Participation
Evaluate and Revise 📚
Learning Outcomes ✏
ABCD Formula
It is a six steps instruction model of planning and managing through media.
Audience 👥
Behaviour ⭐
Condition ✅
Degree ✒
First, you need to identify your target audience based on their characteristics, entry-level skills, and learning styles. They could be students, teachers, youth groups, etc. This way you can cater to the needs of your audiences and achieve the objectives you stated.
References
Once you have an understanding of your audience and what you want them to learn from the lesson, you can choose the appropriate method for your particular task, select the available material, modify your existing material, or add new material for the task.
It is important to preview the material and electronic device before using it. In case a problem occurs with the device, make sure you have Plan B. Practice the lesson beforehand. Learners need to prepare for the learning experience too.
The next step in planning is to set specific goals for the teaching experience. Goals are learning outcomes. Therefore, as a result of the lesson, you need to be able to perform in relation to the behavior of the learner (not the teacher or facilitator).
The best learning experience occurs when the learners are actively involved in the learning experience. Include questions and answers, discussions, group work, etc. Avoid long lectures. Listen to the audience and make them aware of the content. Feedback must be provided before performing any type of assessment.
After class, you need to evaluate the entire classroom process. You need to consider the instruction, set goals, instruction strategies, materials, and assessments to determine if these elements of instruction were effective, or if one or more of them need to be changed. If there is a discrepancy between what you intended and what actually happened during the lesson, make the appropriate corrections before using the lesson plan again.
Learning outcomes are the goals of knowledge, skills, and values that the learner should acquire at the end of the lesson. The focus is on the student, not on the teacher. These are statements that describe the student's desired skills in relation to the subject, not the purpose of education.
Assesment of learning population
The action expected of the learner
Identification of the conditions the learner will perform under
The effectiveness of learner's performance of behaviour
Methods 🚩
Bloom's Taxonomy
For example:
• Audience is “workshop participants”
• Behavior is “write a measurable learning objective”
• Condition is “Using the ABCD Method and Bloom’s Taxonomy”
• Degree is “at least 75% accuracy (Des Moines University, 2016, p.1).
E.g. General Characteristics Participants in this class are standard eight pupils. The class is limited to twenty pupils (n=20) to ensure personal attention, adequate understanding and follow-up. Entry Characteristics: The pupils should have basic knowledge based on common understanding and observation (Their own teeth) and the surrounding (livestock). Learning StylesThis lesson will use methods that appeal to verbal, individual work, as well as small and large group discussion (Wanjohi, 2011, para.11.).
For example: By the end of the lesson, the learner should be able to:
a) Draw a diagram of a tooth.
b) State the function of each part of a tooth.
c) Compare the teeth of a dog and that of a sheep (Wanjohi, 2011, para.14.).
Example: Pedagogical Strategy (or strategies):
● Interactive Instruction (Discuss Objectives/POST IT discussion/Rubric) auditory
● Project-based (Creating a Plot Map on Google Slides) visual
● Active Learning (using computer program to create map) kinesthetic (Mid-Ohio Education, n.d., p.2).
Example:
PREVIEW: Power Point (prepare for discussion)
PREPARE MATERIALS: 12 Plot Map Rubrics/Google Chromebooks (on/working)
PREPARE ENVIRONMENT: Two students per table, facing front towards SmartBoard/Lights on/Two Chromebooks per table
PREPARE LEARNERS: Students get journals and folders and have a seat/Have each studentget a POST IT note and writing utensil/ Handout Plot Map Rubric/Go over posted objectives (Mid-Ohio Education, n.d., p.3).
Example:
Learning Outcome: Using the ABCD Method and Bloom’s Taxonomy, the workshop participant will be able to write a measurable learning objective with at least 75%accuracy (Des Moines University, 2016, p.1).
Example: Initial Activities
After introductions, icebreaker, and overview of the parts and functions of a tooth, the teacher will take the pupils through systematic step for understanding. The class will then participate in manageable discussion groups (7-12 members) meant to allow the learners to discuss amongst themselves and ask questions related to the topic (Wanjohi, 2011, para.21.).
E.g.
The lesson will close with a brief summary from the teacher. Question and answer method will be used for evaluation and revision. The questions will include:
a) What are the differences of a dog and sheep teeth?
b) With the help of a diagram, draw and state the functions of each tooth (Wanjohi, 2011, para.22.).
Assessment: Each workshop participant will write a learning outcome, and then willidentify each component within the learning outcome. The student must correctly identifyat least 3 of the components for successful completion (Des Moines University, 2016, p.1).
Instruction: Demonstrate how to identify each component in the workshop learning outcome. Have participants identify components within several example learningoutcomes while working in pairs. Then each person will write a learning outcome and havetheir neighbor identify the components (Des Moines University, 2016, p.1).
Bloom's taxonomy is associated with six major categories of educational goals. They are; knowledge, comprehension, application, analysis, synthesis, and evaluation. There are words that you should use while writing a learning outcome.
Wanjohi, A.M. (2011). Lesson plan using assure model. KENPRO Publications. Available online at http://www.kenpro.org/papers/lesson-plan-using-assure-model.htm
Des Moines University, (2016). Guide to Writing Learning Outcomes https://www.dmu.edu/wp-content/uploads/Writing_Learning_Outcomes_Guide.pdf
Hassan, H. I. (2014). The ASSURE Model Lesson Plan. University of Khartoum. https://e.edim.co/65362767/hDYIyAuZLPpGqz3T.pdf?response-content-disposition=filename%3D"Short_notes_on_ASSURE.pdf"%3B%20filename%2A%3DUTF-8%27%27Short%2520notes%2520on%2520ASSURE.pdf&Expires=1636574209&Signature=qDnBrRV1TR78pCQW1Aa2UOQLhid~6UMObizPB-kAMoLoIimAmJ0-yDwra6debb28i9qKBNBIAgQpNwz8PgBQ3OTPfwPk2PLMibJtukvSKMhretJGFID2pWQYdloGEvX3rqhvSRDSuuF0Qw1P1bFsTggyMXul4cvCVqzzWDsD-BCwj~gY5~unL25lfgIPrulMWnrGlsbG18w2rQHbhEln1cPs-ll-qsyTRx5oBWYnUDomfsNqBKdkKBhCneEEwEEWp~AZ8YHXkeJjbJDiOqy4q41XPibUOEKwAjpEb47l47O9wbPRtz-pTaKraTZuG1apOsDgdkPsdCbJ21u78aykEw__&Key-Pair-Id=APKAJMSU6JYPN6FG5PBQ
For Example:
Use: ✅ identify, recognize, relate
Do not use: ❌ believe, grow, grasp the significance of
University of Toronto, (n.d.). What Are Learning Outcomes? https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-outcomes/what-are-learning-outcomes/
Valamis, (n.d.). Learning Outcomes. https://www.valamis.com/hub/learning-outcomes
Types of Learning Outcomes
Intellectual Skills
Attitude
Verbal Information
Cognitive Strategy
Motor Skills
Mid-Ohio Education, (n.d.). A.S.S.U.R.E. Model Instructional Plan. https://www.moesc.net/vimages/shared/vnews/stories/5a9e04d5deb1b/(3H)Sample%20LessonPlan.pdf