ASSURE Model
QIM 501E/4
Rubiyatul Huda Md Ramli
S-QM0028/10
Overview
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To become skilled instructors in today’s classroom is crucial
to know when to use the instructional strategies and
interactive multimedia.
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Robert Heinich and Michael Molenda of Indiana University
and James D. Russell of Purdue University found that media
and technologies is an effective systematic planning in
teaching.
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Therefore, they have developed the ASSURE model in 1990's.
What is ASSURE model?
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The ASSURE Model is:
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A procedural guide for planning and delivering instruction
that integrates media into the teaching process
A systematic approach to write lesson plans
A plan used to help teachers organize instructional
procedures
A plan used to help teachers do an authentic assessment
of student learning
A model that can be used by all presenters
How is it benefit learning process?

The ASSURE Learning Model represents a manner of
planning for student learning that will assure success.
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Planning learning sessions around this model will ensure
effective and valuable learning for participants.

The ASSURE Learning Model can be used for students
at any grade level including adults in professional
development.
ASSURE is an acronym stands for…
nalyze Learners
tating Objectives
elect Methods, Media & Materials
tilize Methods, Media & Materials
equire Learner Participation
valuate and Revise
Analyze Learners

Before you begin the session, you must know your target
audience. Understanding the learners is a key in preparing a
successful learning session.

Ask questions such as:
 What are all the prerequisites?
 Do the learners have the knowledge base required to
enter the lesson?
 Why is the learner taking this course?
 What type of learning styles can motivate the learners?

Once instructors understanding their learners, the planning
may progress to the next element of the ASSURE model
which is Stating Objectives
Stating Objectives

Stating the objectives of the session allows learners to
understand ahead of time the purpose of the session.

Things to keep in mind as you write your objectives are:
 Focus on the learner, not the teacher
 Use behaviors that reflect real world concerns
 Objectives are descriptions of the learning outcomes
and are written using ABCD format
Stating Objectives
The ABCD’s of writing objectives
Audience - Who is the audience?
 Behavior - The capability needs to be demonstrated as
learner performance.
 Condition - Under what conditions are the learners to
demonstrate the skills being taught?
 Degree
- Degree to which the new skills must be
mastered.
Example:
The QIM501E/4 students (Audience) will be able to give
100% (Degree) of what is ASSURE model (Behavior)
when given a questions of learning models (Condition)
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Select Method, Media and Materials
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Once you know your students and have a clear idea of
what they should get from the lesson, then you are
ready to select the:
Instructional Method that you feel most appropriate
to meet the objectives.
Media that would be best suited to work with your
students. Media could be text, images, video, audio
and computer multimedia.
Materials that may help your students in mastering
the objectives. It could be software programs, music,
cd, images or equipment such as projector, TV, DVD,
etc.
Utilize Methods, Media and Materials
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Now it’s time to do your lesson and use the media and
materials that you have selected. You should:
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Preview the material- never use anything in class you have not
checked thoroughly
Prepare the material- make sure you have everything you need
and it all works
Prepare the environment- set up the classroom so that
whatever you’re doing will work well
Prepare the learners- give the students on overview, explain
how they can take this info and use it and how they will be
evaluated then
Provide the learning experience- teaching is simply high
theatre. Showmanship is part of the instructors job. Teaching
and learning should be an experience and not an ordeal.
Require Learner Participation
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Remember, students learned best when they are
actively involved in the learning.
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Describes how you want the student to participate in
the class. Example: group work, presentations,
discussions, games, etc.
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Avoid lecturing for an entire hour. Listen to your
students and allow them to become alert of the
content.
Evaluate and Revise
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This last stage is often neglected but it is the most
important one.
Evaluate your students performance- Q&A session,
forums, etc
Evaluate media components effectiveness
Evaluate instructor performance
Revision
‘You are not a bad teacher if a lesson does not work. You are a bad
teacher if you don’t reflect upon your lessons and work on
revising elements of the lesson until your students become
successful learners’.
Summary
A
nalyze Learners
S
tating Objectives
S
elect Methods, Media & Materials
U
tilize Methods, Media & Materials
R
equire Learner Participation
E
valuate and Revise
Conclusion
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By following the six steps of the ASSURE model,
instructors are able to incorporate new technologies
and technology- based media into their courses
appropriately and effectively.
Heinich, Molenda, Russell, Smaldino (2002) states. “All
effective instruction require careful planning (p.54).”
Incorporating the ASSURE Learning Model into the
planning and delivery of instruction will ascertain
successful delivery as well as learner outcomes.
Heinich
Molenda
Russell
Smaldino
References
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Instructional Media and the New Technologies of Instruction
by Heinich R., Molenda M., and Russel J., 4th edition,
Macmillan, New York, 1993.
Heinich.R, Molenda M., and Russel J. & Smaldino, S. (2002)
Instructional Media and Technologies for Learning (7th Ed.).
New Jersey, Merill Prentice Hall.
Burnmark. L (2002). Visual Literacy, Alexandria: Association
for supervision and curriculum.
The Instructional Design Process Kemp J., Harper and Row,
New York, 1985
Thank you