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LESSON PLANNING, VISUAL REFERENCES :silhouettes:, Bloom's Taxonomy is…
LESSON PLANNING
ASSURE
What is ASSURE:question:
The ASSURE Model is a guide for planning and delivering media-based training.
What is used for :question:
In today's technological world, the ASSURE model is used to advise teachers on how to organize and deliver lessons that effectively incorporate technology, media, and materials into classroom teaching (Shelly, Gunter, & Gunter, 2012).
1) Analyze Learners
General Characteristics
:star:
There are 16 students in the classroom and nine of them female and others are male.
They are coming from middle-class families.
There is no student who has physical or mental disorder.
The students all enjoy English classes and they are willing to participate.
Entry Competencies
:star:
Students have already learnt;
-Present Simple :check:
-Wh- questions :check:
-Prepositions :check:
Learning Style
:star:
:red_flag: Visuals
:red_flag: Auditory
:red_flag: Tactile
:red_flag: Interpersonal
FOR EXAMPLE;
Teachers must first assess the overall features of the class in this step of the model. If they are to choose the optimal setting to accomplish the goals they have set, they must first get to know the learners. It is important to analyze the audience's general features, special entry competencies, and learning style.
2) State Objectives
The next step in the planning process is to define the objectives of the educational experience. The objectives are what the learner will receive from the session. These goals are written in an
ABCD
format:
ABCD Formula
:recycle: A = Audience
:recycle: B = Behavior
:recycle: C = Condition
:recycle: D = Degree
3) Select Methods, Media and Materials
In this step, the teacher needs to decide what materials are needed for the lesson by using three procedures.
1)
Select an instructional approach.
2)
Select a material type that is acceptable for the method.
3)
Choose, change, or create instructional materials.
4) Utulize Media and Materials
In this step of the model, the teacher must decide how to use media, materials, and technology to accomplish his or her technique.
Preparing the room and make ready essential equipments.
It is crucial to preview the materials before using them in the classroom.
If something goes wrong, make sure you have a backup plan.
5) Require Learner Participation
What kind of activities will keep students interested in the lesson needs attention in this step. Each component of this stage should correspond to the lesson's objectives and aid in student learning.
Siddiq and Alkhoudary (2018) emphasize that both the teacher and the student should be very active in the classroom in order to create a healthy learning environment.
6)Evaluate and Revise
One of the most crucial steps in the process is to evaluate and revise, which allows teachers to assess not only the knowledge students obtained, but also the effectiveness of the session.
Teachers can utilize their assessments to improve the lesson's effectiveness and reuse it in the future.
:!!: The ASSURE Model is based on
six essential processes
that should be followed in order to construct a well-developed instructional lesson that includes technology and media. :!!:
Assure Model
LEARNING OUTCOMES
https://www.youtube.com/watch?v=wu_hWHEB89g
Why are learning outcomes important for planning instruction:question:
:check: Allows students to simply create learning objectives.
:check: Provides an overview of learning across courses and years at the program level.
:check: It establishes common ground between students and educators.
:check: Assists students in becoming more successful learners.
What is a learning outcome (LO) :question:
A learning outcome is a statement that specifies what learners should know, be able to do, and value by the end of teaching. The program or degree outcomes focus on what students will know and do when they complete the course.
How do we write learning outcomes:question:
Section 1- To do what?
Section 2- For what?
Section 3-With what?
The ABCD formula
:recycle:
A
= Audience - Who are the learners?
:recycle:
B
= Behavior - As a final result, what specific abilities should the learner be able to perform?
:recycle:
C
= Condition - This describes the learner's working environment and tools.
:recycle:
D
= Degree - The level of proficiency that students should have at the end of the course.
For example;
Learning Outcome
; Students will explain the social responsibility to ensure that adequate legal services are provided to those who cannot afford to pay for them in three paragraphs.
Audience: Students
Behavior: will explain the social responsibility
Condition: to ensure that adequate legal services are provided to those who cannot afford to pay for them
Degree: in three paragraphs.
Blooms Taxonomy
:pen:
VISUAL REFERENCES
:silhouettes:
ASSURE Instructional Design Model EDU561 - YouTube
Question Mark Pile Questions - Free image on Pixabay
Magnifying Glass Enlarge Looking - Free vector graphic on Pixabay
Office Material Teacher - Free vector graphic on Pixabay
Search media - Wikimedia Commons
Concept Man Papers - Free photo on Pixabay
Search media - Wikimedia Commons
Girl Books Stack - Free vector graphic on Pixabay
Library Books Education - Free photo on Pixabay
blooms taxonomy - Google Arama
Bloom's Taxonomy is a hierarchical classification of cognitive skills that can aid teachers in their teaching and students in their learning. Bloom's Taxonomy is a framework for creating assessments, lesson plans, and online courses.
1)
Knowledge
: A learner's ability to name, remember, comprehend, or classify specific, information, theories, or principles is referred to as knowledge.
2)
Comprehension
: Learners can transform information into various forms, as well as debate, paraphrase, clarify, generalize, and distinguish between knowledge parts.
3)
Application
: Learners can apply acquired knowledge to solve problems; for example, they can exhibit, relate, practice, translate, and utilise knowledge.
4)
Analysis
: Phase that requires students to think critically in order to understand the connections between concepts and ideas.
5)
Synthesis
: When learners synthesize knowledge, they usually create something new or integrate information; they may design, organize, produce, or collect knowledge.
6)
Evaluation
: Students usually judge the quality of anything at the assessment level; quality might be assessed by a set of norms or appropriateness. As a result, students can predict, examine, interpret, or evaluate.
REFERENCES
:silhouettes:
Heinich et al. Chapter 3-ASSURE: visit edmodo class-Folders-“ITs course Reading resources” folder or gdrive-“Books” folder
Short notes on ASSURE: visit edmodo class-Folders-“ASSURE and Related docs” folder
Sample lesson plans prepared by some previous years’ students: visit edmodo class-Folders-“ASSURE and Related docs”-“ASSURE Sample lesson plans” folder.
https://tinyurl.com/y5rjzdxm
https://tinyurl.com/y4hkutfl
https://tinyurl.com/y3l4yo4f
https://tinyurl.com/y6rh7c5u
Shelly, G., Gunter, G., & Gunter, R. (2012). Communications, Networking, The Internet, and The World Wide Web. In Teachers Discovering Computers Integrating Technology In A Connected World. (Seventh ed., pp. 53-98)
Objectives: the A.B.C.D. Method: Building Learning Objectives (uconline.edu)
Siddig, E., B., & AlKhoudary, Y,. A. (2018). Investigating Classroom Interaction: Teacher and Learner Participation.
English Language Teaching
, 11(
12
), 86-92.
Youtube
video
Youtube
video
