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ASSURE :star:, :check: What is it? What is it used for?, 1- Analyze…

- - - - What are learning outcomes? How to write them & why are they important. (2019). Creatrix Campus. https://www.creatrixcampus.com/blog/what-are-learning-outcomes
      - Smaldino, S., R., H., M., M., & Russell, J. (2004). Instructional technology and media for learning (8th ed.). Pearson.
      - Ahmed, D. H. I. H. (2014). The ASSURE model lesson plan. University of Khartoum - Faculty of Education
        Department of Instructional Technology
      - Gunter, G. A., & Gunter, R. E. (2014). Teachers discovering computers: Integrating technology in a changing world (shelly cashman series) (8th ed.). Cengage Learning.
      - Artz, H. (2011, July 9). The ASSURE model: Ensuring effective lessons. Blogger.Com. http://educ506may2011.blogspot.com/2011/06/assure-model-ensuring-effective-lessons.html
      - Chatterjee, D., & Corral, J. (2017). How to write Well-Defined learning objectives. Journal of Education in Perioperative Medicine, 19(4). https://doi.org/10.46374/volxix-issue4-chatterjee
- - - - B = Behaviour: "What specific skills should the learner be able to perform as the end result?"
      - C = Conditions: "This specifies what setting and tools the learner will be working in or with.
      - A = Audience: "Who are specific learners that the objectives are intended for?"
      - D = Degree: "This describes the level to which students’ skills should be at the end of the instruction."
    - - S.M.A.R.T.
        
        Achievable
        
        Relevant
        
        Measurable
        
        Time-Bound
        
        Specific
      - Reference to Bloom's Taxonomy
        
        Remember
        
        "Define, Recognize"
        
        Understand
        
        "Discuss, Identify"
        
        Apply
        
        "Modify, Produce"
        
        Analyze
        
        "Distinguish, Criticize"
        
        Evaluate
        
        "Compare, Contrast"
        
        Create
        
        "Compose, Construct"
      - Simon Davis. (2013, March 15). Writing learning outcomes [Video]. YouTube. https://www.youtube.com/watch?v=WwDENGn0r2o
- - - - A. General Characteristics
        "Who are the learners?" (Gunter & Gunter, 2014, p. 229) We can desribe our learners with the help of Ahmed (2014) in five sections.
        
        a. Grade Level
        
        b. Age
        
        c. Sex
        
        d. Mental, Emotional, Physical or Social Problems
        
        e. Socio-economic Status
      - B. Specific Entry Competencies "What are their skill levels?" (Gunter & Gunter, 2014, p. 229)
        Smaldino et al. (2004) put these into three sections.
        
        a. Knowledge about the topic
        
        b. Skills about the topic
        
        c. Attitudes about the topic
      - C. Learning Style
        "What are their learning styles?" (Gunter & Gunter, 2014, p. 229) We can determine our learners' learning styles Gardner (1999) named nine characteristics of intelligence (as cited in Smaldino et al., 2004).
        
        a. Verbal / Linguistic (Language)
        
        b. Logical / Mathematical (Scientific / Quantitative)
        
        c. Visual / Spatial
        
        d. Musical / Rhythmic
        
        e. Bodily / Kinesthetic (Dancing / Athletics)
        
        f. Interpersonal (Understanding other people)
        
        g. Intrapersonal (Understanding oneself)
        
        h. Naturalist
        
        i. Existentialist
    - - Learning Outcomes
      - Classification of Objectives
        
        Cognitive Domain
        
        Intellectual Skills
        
        Thinking and Manipulating Information
        
        Affective Domain
        
        Feelings and Values
        
        Stimulating Interest in a School Subject
        
        Motor Skills Domain
        
        Athletic, Manual, and Physical Activities
        
        Competitive Sports
        
        Interpersonal Domain
        
        Interaction among People
        
        Teamwork
    - - A. Choosing a method "What methods of instruction will you use?"
        
        Simulation activity, demonstration, role-play
      - B. Choosing a media format
        "Which media are appropriate?"
        
        Visuals, audios, texts
      - C. Obtaining specific materials
        "Which materials will you need?"
        
        a. Selecting available materials
        
        b. Modifying existing materials
        
        c. Designing new materials
        
        Audiotape, CD-ROM
    - - A. Preview the Materials: Before using the materials, they should be previewed; in addition to this, selection of suitable materials for learners should be made by the instructor.
      - B. Prepare the Materials: Collecting the materials and deciding how to use them in terms of their order and function should be managed.
      - C. Prepare the Environment: Arranging the learning environment to use the media material properly is an important aspect.
      - D. Prepare the Learners : Preparing the learners with warm up activities provides the quality of learning.
      - E. Provide the Learning Experience : Since the materials are available, the learning experience can be provided. The experience depends on the instruction type.
        
        a. Teacher based
        
        b. Student centered
    - - A. Practice: According to Gagné (1985) practising a desired skill advances the learning experiences' effectiveness (as cited in Smaldino et al., 2004).
        
        a. The Behaviourist Perspective: Learning what is done
        
        b. The Cognivitists: Activity and building schemata
        
        c. The Constructivists: Experience and knowledge building
        
        d. The Sociopsychological Perspective: Communication and acquiring knowledge
      - B. Feedback: Feedback is important. Providing feedback before evaluation is necessary (Ahmed, 2014)
        
        from the teacher
        
        from peers
    - - A. Assessment of Learner Achievement : Whether students show or perform the expected behaviour according to the objectives can be determined by the assessment of learner achievement; in addition to this, each method of assessment depends on the different type of objects (Smaldino et al., 2004).
        
        Conventional written tests and oral examinations
        
        Process-type behaviours
        
        The creation of products
        
        An exhibit of attitudes
      - B. Evaluation of Methods and Media : Whether the instructional materials are beneficial to learners' success, and whether they are appropriate for future use in the light of their need for alterations (Smaldino et al., 2004).
      - C.Evaluation of Instructor : Instructors play a significant role in systems of instruction, and they need to be evaluated; therefore, four types of assessment can be made (Smaldino et al., 2004).
        
        Self-evaluation
        
        Evaluation by student
        
        Evaluation by colleague
        
        Evaluation by administor
      - D. Revision: After each lesson, identifying and revising the weak points of the lesson before implementing it again make quality instruction and lesson (Smaldino et al., 2004).