The Assure Model 436r5y

The ASSURE Model

(From Instructional Media and Technologies for Learning by Heinich, Molenda, Russell, Smaldino, 1999) Analyze learners State objectives Select instructional methods, media, and materials Utilize media and materials Require learner participation Evaluate and revise The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning. The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of media in instruction. Analyze learners Before you can begin, you must know your target audience (your students). You need to write down the following information about your students: General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or social problems, socioeconomic level, and so on. Specific entry competencies - prior knowledge, skills, and attitudes. Learning styles - verbal, logical, visual, musical, structured, and so on. State objectives Once you know your students, you can begin writing the objectives of your lesson. Objectives are the learning outcomes, that is, what will the student get out of the lesson? The ABCD's of writing objectives are: Audience (who are your students?) Behavior to be demonstrated Conditions under which the behavior will be observed Degree to which the learned skills are to be mastered.

Example: Fifth grade social studies students (Audience) will be able to name at least 90% (Degree) of the state capitols (Behavior) when given a list of states (Condition).

Select instructional methods, media, and materials Once you know your students and have a clear idea of what they should get out of the lesson, then you are ready to select the: Instructional method that you feel is most appropriate to meet the objectives for these particular students. Media that would be best suited to work with your instructional method, the objectives, and your students. Media could be text, still images, video, audio, and computer multimedia. Materials that provide your students with the help they need in mastering the objectives. Materials might be purchased and used as is or they might need some modifications. You can also design and create your own materials for the students to use. Materials would be specific software programs, music, videotapes, images, but would also be equipment, i.e., overhead projector, computer, printer, scanner, TV, laserdisk player, VCR, and so on. Utilize media and materials Now it's time to do your lesson and use the media and materials that you have selected. You should always preview the materials before using them in a class and you should also use the equipment in advance to be sure it works and you know how to use it. If you use electronic equipment, don't assume that everything will work. Be sure to have a plan B. Hardware and software are created by humans. Humans make mistakes and so software has mistakes in it. Hardware can malfunction. Don't get discouraged if technology lets you down. Make sure that your instructional materials are suitable and working the best you can and then use it in the classroom. Require learner participation , students learn best when they are actively involved in the learning. The ive learner has more trouble learning whatever we try to pour into his/her brain. Whatever your teaching strategy, you can incorporate questions and answers, discussions, group work, hands-on activities, and other ways of getting students actively involved in the learning of the content. It is up to you, the teacher, to make sure that all your students have opportunities to participate in the learning activities in the unit plan. Avoid lecturing for an entire hour. Listen to your students and allow them to become aware of the content. Allow them to learn as opposed to trying to "teach" them. Evaluate and revise This last stage is often neglected but it is the most important one. Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done. Sometimes a lesson may seem like it would be great, at least on paper. But then when you actually teach the lesson with a specific set of students, you might discover there were several things that did not seem to work. Your expectations might be too high or too low. The materials used might not have been appropriate for the grade level or the material might not be very motivating. The instructional strategy might not have got students interesting in participation

or the strategy might have been difficult for you to manage. The assessment you used might have shown that students didn't learn what you tested for. This might mean that you did not accurately test for the stated objectives, the method of assessment needs to be revised, or the lesson did not permit enough time for the students to master the objectives. 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.

State Objectives Statements describing what the learner will do as a result of instruction. Things to keep in mind as you write your objectives are:

Ø

Focus on the learner, not the teacher

Ø

Use behaviors that reflect real world concerns

Ø

Objectives are descriptions of the learning outcomes and are written using the ABCD format. Audience:

Who is the audience? Specifies the learner(s) for whom the objective is intended. Behavior: What do you want them to do? The behavior or capability needs to be demonstrated as learner performance, an observable, measurable behavior, or a real-world skill. Use an action verb from the helpful verbs list if you have difficulty doing this. Condition: Under what circumstances or conditions are the learners to demonstrate the skill being taught? Be sure to include equipment, tools, aids, or references the learner may or may not use, and/or special environmental conditions in which the learner has to perform. Degree: How well do you want them to demonstrate their mastery? Degree to which the new skill must be mastered or the criterion for acceptable performance (include time limit, range of accuracy, proportion of correct responses required, and/or qualitative standards.)

Examples of Objective Statements:

The Drama I class will be able to identify and draw stage directions using pencils and rulers with 100% accuracy. (Or) The kindergarten class will identify the colors, red, green, and blue using blocks 9 out of 10 tries. (Or) The Tenth grade English classwill identify and discuss the effects of symbolism in the short story "Young Goodman Brown" using their text, Paper, and Pen in one hour.

Use as many objective statements needed in order to meet the different objectives for the lesson. Use the following questions to assess objectives.

Does the objective allow you to do the following with your lesson? 1.

Identify what the expectations are for the learner

2.

Identify the necessary requirements for the learning environment

3.

Assess learning

4.

Determine needs for appropriate media or materials

How would you classify your objective? Is the learning outcome primarily: 1.

Cognitive?

2.

Affective?

3.

Psychomotor / Motor Skill?

4.

Interpersonal?

5.

Intrapersonal?

ASSURE Model Based on Gagne's Events of Instruction The ASSURE model is helpful for deg courses using different kinds of media. This model assumes that instruction will not be delivered using lecture/text book only. It allows for the possibility of incorporating out-of-class resources and technology into the course materials. This model will be especially helpful for instructors deg online courses.

http://www.mscd.edu/~act2/courseconstruct/assure.html VIDEOS http://clifmims.wetpaint.com/page/Lesson+Plan+Models

Assignment rubric ASSURE Model Rubric CATEGORY

Unsatisfactory Progressing

Proficient

Distinguished

Analyze learners

Not completed

1 Few leaner characteristics are included.

2 Most learners characteristics are included, but some key information is missing.

4 Learners are described including grade, demographics, learning styles, and background knowledge, etc.

State benchmarks and standards

Not completed

1 Benchmarks are included but rudimentary/not defined (too many).

2 Benchmarks are provided, but key information is missing.

3 Michigan and/or national standards include behavior to be demonstrated; conditions under which behavior will be observed; degree to which learned skills are to be mastered.

Select Not instructional completed methods, media, and materials

1 Inappropriate technology is included and/or no explanation is provided.

2 Appropriate technology is included, but not described well.

4 Appropriate technology hardware/software is fully integrated. Media implementation is described and an explanation for included Technology Standards (NETS) how media helps to meet objectives is provided.

Utilize media Not and materials completed

1 Evaulation of technology use is poorly written and inadequate.

Require Not learner completed participation

Individual 1 Individual OR acquisition of group activities lesson information. are planned, but end product is not generated by collaboration.

2 Individual and small/large group activities are planned and the lesson incorporates collaboration and/or cooperative learning.

Evaluate and Not revise completed

0 Criteria for evaluating the effectiveness of the lesson are poorly explained.

1 Criteria for evaluating the effectiveness of the lesson are partially explained.

2 Criteria for measuring the effectiveness of the lesson are clearly explained.

1 Criteria for success are barely described.

2 Criteria for success are at least partially described.

4 Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric and, you could use Rubistar.

0 Lesson process is not clearly stated. Teachers would not know exactly what they were supposed to do just from reading this lesson plan.

1 Some directions are given, but there is missing information. Teachers might be confused.

2 Every step is clearly stated. Most teachers would know exactly where they are at each step of the lesson and know what to do next.

Assessment

Not completed

Clarity of the Not lesson completed

2 A technology evaluation is included, but is not sufficient to fulfill lesson objectives.

4 Evaluation of student meeting objectives of NETS is included and complete.

Lesson Plan using Assure Model

Contents 1.0 An Overview Of Assure Model 2.1 Analyzing Learners .2 Objectives .3 Methods, Media and Materials 2.5 Require Learner Participation References 1.0 An Overview of Assure Model

To become skilled in today’s classroom, it is crucial to know when to use a wide range of instructional strategies and ive interactive media. According to Heinich & Smaldino (2002), the use of media technologies effectively and systematic plan for their use is necessary. Therefore, the ASSURE model guide was suggested which identifies six major steps in an instructional planning process.

1.1 Meaning of the Assure Model

ASSURE model is a procedural guide for planning and delivering instructions that integrates technology and media into the teaching process. It also refers to a systematic approach of writing lesson plans that helps teachers in organizing instructional procedures. 1.2 Steps of ASSURE Model This model encomes six major steps in an instructional planning process:

1.2.1 Analyze Learners General Characteristics This is a description of the class as a whole. This includes such information as the number of students, grade or age level, gender, socioeconomic factors, exceptionalities, and cultural/ethnic/or other types of diversity. 1.2.2 State Objectives Statements describing what the learner will do as a result of instruction. 1.2.3 Select Methods, Media, & Materials This is the step where the Instructor will build a bridge between the audience and the objectives. You need to decide what method you will primarily use. 1.2.4 Utilize Methods, Media, & Materials Plan of how you are going to implement your media and materials. For each type of media or materials, select and describe in detail how you are going to implement them into your lesson to help your learners meet the lesson's objective. 1.2.5 Require Learner Participation Describe how you are going to get each learner "actively and individually involved in the lesson. 1.2.6. Evaluate student performance: The evaluation should match the objective. Some objectives can be adequately assessed with a pen and paper test. A sample of a lesson plan using the ASSURE model is shown below: 2.0 ASSURE Model Lesson Plan

Title: Parts and Functions of a Tooth Subject: Science Class Level: Standard Eight Pupils This lesson plan has been drawn based on Assure model. All the steps have been used. 2.1 Analyzing Learners

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 the follow-up. Entry Characteristics The pupils should have basic knowledge based on common understanding and observation (Their own teeth) and the surrounding (livestock). They should be in position to explain the structure of different teeth among animals. Learning Styles This lesson will use methods that appeal to verbal, individual work, as well as small and large group discussion. 2.2 Objectives

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. 2.3 Methods, Media and Materials

Methods The teacher will begin the lesson with a brief introduction and overview explaining the parts and functions of a tooth with the help of a diagram of a tooth. The pupils will then form discussions groups and samples of different animal skull will be distributed. This will help them in comparing the teeth of a dog and a sheep. Media and Materials Books, chalk and the blackboards in this lesson will be used for interpretation. The charts and the models will also be used for demonstrations. 2.4 Utilizing Media and Materials Preview the Materials The teacher should have fully covered and researched on the topic before introducing it to the pupils. He/ she should be aware of all types of teeth, their functions and should be able to answer any question posed by the pupil related to the topic. Prepare the Materials The teacher should ensure that the charts and the models are ready before the beginning of the lesson. Enough books among other teaching and learning resources should be available and ready to distribute to the pupils. Prepare the Environment The teacher should check that the classroom is in order for adequate comfort and to ensure that it is proper for teaching and learning process. This includes

adequate lighting, proper ventilations, good sitting arrangements and the classroom should be swept. Prepare the Learner The lesson will begin with an introduction by a familiar song related to proper maintenance of teeth. There will be icebreaker and overview of the parts and functions of the teeth. The books will be distributed by the teacher that will allow pupils to follow along with the teaching. 2.5 Require Learner Participation

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 ) meant to allow the learners to discuss amongst themselves and ask questions related to the topic. 2.6 Evaluate and Revise 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.

The setting is in a public Title I funded elementary school in Florida.

General Characteristics: The lesson that will be conducted is designed for the sixth grade class of Carol City Elementary School. According to standardized tests students’ performance levels are average in the subject area of reading. However, they can benefit from extra activities that will help strengthen their reading comprehension skills. The majority of these students are from lowincome families, they are at-risk, and have low-self esteem. More than half of them reside outside of school boundaries.

The sixth grade classes of Carol City Elementary School are able to:  Use the World Wide Web to research, locate, select, and utilize information for essays and reports.  Write sentences with correct grammar, spelling, and punctuation.  Write different types of poetry.  Exhibit familiarity with the elements of poetry such as, diction, tone, imagery, similes, metaphors, meter, rhyme and symbol.  Use technical equipment (TV, VCR, computers, overhead projectors) for effective presentations.

The majority of the students are kinesthetic tactile learners. They prefer projects, group assignments, and class presentations.

The objectives are as follows: Given the name of a famous poet and poem written by that poet students will be able to locate, analyze, interpret, and research information about the poet and their literary work. Using the Internet and the World Wide Web students will be able to locate useful information beneficial to their oral presentations. The students may not override the teacher’s decision on which poet they will conduct research on or which poem they will recite. The sixth grade class may use overhead transparencies or any props as they relate to the poem to enhance public appeal. Students will have time in class to revise, review, organize and prepare their presentations in class. Students will be evaluated on voice, interpretation, and organization. Students will have 20-30 minutes to complete their presentations.

All of the equipment (props, computer, overhead projector, TV, and VCR) needed to successfully complete this lesson are located in the classroom. The teacher reads and reviews each poem for aptness before distributing them to students. In addition, she selects her favorite poem, conducts research on the poet and presents it to the class as a model of how efficient their presentations should

be. After the teacher completes her presentation she distributes the poems and directs the students to the computer lab to work on their presentations. The Internet will be used for students to research biographical information on their assigned poet.

Preview Materials: The teacher reads and reviews each poem for aptness before distributing them to students. She also searches the Internet and finds several websites that offers biographical information on poets which will benefit the students. Prepare the Materials: In preparation of the lesson, the teacher uses the school’s Xerox machine to make copies of the poems, rubrics for peer evaluation, and suggested websites that the students can use to find information on their assigned poet. She also purchases props (balloons and syrup) to enhance the beauty of the poem that she will recite called, A Dream Deferred and checks out books about her favorite poet Langston Hughes. In addition, she provides students with transparencies from the school for their presentations. In addition, before class begins she puts the computer on www.poets.org so that it will be easy for her to navigate through the site during her presentation to play a poem that was recited by the poet himself and his discussion on why he wrote it. Prepare the Environment: The classroom is automatically set-up whereas the children can see the teacher’s presentation. In the computer lab where the students will conduct their research the computers are already on and ready for use. Prepare the Learners: The teacher prepares the learners by giving the students an overview of poetry through a Virtual Field Trip Tour http://www.nova.edu/~twiggins/vft.htm. She discusses the objectives for the lesson and how it relates to this project. The teacher gives each student four handouts; the first one is the set of directions for the Virtual Field Trip Tour, the poem, then the set of directions for their presentations, transparencies, and rubrics for peer evaluation. Provide the Learning Experience: The teacher is the catalyst prompting the students to generate creative ways to introduce their assigned poet, preparing the

classroom environment with the appropriate materials needed for their class presentations and reinforcing their prior knowledge of poetry through the Virtual Field Trip Tour.

Students are encouraged to ask any questions about what they are required to do for this particular assignment at anytime during the lesson. Individually students will use the Internet to research biographical information on their assigned poet. Since the students will have two weeks to prepare for their presentations, the teacher will allow them to rehearse their poems in class and work on their speech about their assigned poet. Simultaneously, students will be paired with a partner that will critique their performance and evaluate their presentation using a rubric given by the teacher. The rubric is simply telling the students what their strengths and weaknesses are and how they can improve.

Assessment of learner achievement The students will be evaluated on the following criteria: Interpretation (20 points) Were you able to analyze, explain, and interpret the meaning of the poem? Were all points thoroughly explained?

Organization (20 points) Were you completely prepared? Was it obvious that you rehearsed your presentation? Did you stay on topic throughout the presentation? Was all of the proper equipment setup properly and working for your presentation?

Voice (20 points) Did you speak clearly and distinctly throughout the presentation? Were you loud enough to be heard by all audience throughout the presentation? Did you use dramatic tone to express your emotions and connect with the audience? Did you use facial expressions and body language to generate a strong interest and rising inflection about the topic in others? Content (20 points) Did you clearly explain what your report covered? Did you use visual aids to enhance your presentation? Did you articulate your thoughts clearly? Did you use the equipment effectively? Evaluation of Instruction (including media and methods) The teacher was pleased with the sense of pride and effort that was emphasized in the students presentations. The intonation and delivery of the poems, along with the props and mesmerizing reaction from the audience, increased students’ confidence in their abilities and public speaking skills. They were ecstatic ing the visuals and being able to express creativity through their work. Through the reciting of the poems students became fascinated with the idea of role playing and the teacher continues to receive an encore of suggestions from students on how to make future presentations as meaningful as this one. Therefore, in the future students will complete presentations similar to this one.

Introduction Educators are continuously seeking new and innovative methods to refine and improve classroom instruction. In recent years, integrating technology has enhanced classroom instruction. It is the responsibility of teachers to effectively incorporate this technology into meaningful instruction. The ASSURE lesson plan model provides assistance in achieveing this goal. ASSURE Model Lesson Plan Lesson Title: Macbeth Introduction Grade Level: Grade 11 Lesson Length: 90 minute block I. Analyze Learners Learners’ general characteristics: The lesson is designed for 11th grade high school students. This is an in-class class comprised of 7 male and 11 female students, of which 6 students have IEP accommodations. Academic ability and learning styles vary. In general, students become easily distracted and lose focus quickly. The students are familiar with the work of William Shakespeare and are capable of identifying the various literary devices found in a work. Entry characteristics: The students in this class are skilled in the use of computers and tablets. However, their proficiency with this technology is limited to the use of social media and entertainment applications.

Learning styles: Although the class is comprised of students of all learning styles, the majority of students in this class are tactile learners. II. State Standards and Objectives This lesson is designed to meet Common Core Standards for Language Arts. The standards covered in this lesson plan include: Objective 1: The students will be able determine the atmosphere created in Act I, scene i of the play and discuss how language and choice setting is responsible for that atmosphere. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) (New Jersey Department of Education, 2013) Objective 2: The students will be able to rewrite Act I, Scene i of Macbeth using modern terminology. CCSS.ELS-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare

as well as other authors.) (New Jersey Department of Education, 2013) Objective 3: Students will be able to understand the significance of Act I, scene i of Macbeth CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact (New Jersey Department of Education, 2013). Objective 4: Students will experience varying interpretations of Act I, scene i of Macbeth and produce their own interpretation CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (New Jersey Department of Education, 2013) III. Select Strategies, Methods, Media, and Materials

Strategies. A variety of teacher-centered and student-centered strategies have been designed for this lesson.

Technology and Materials. Students will have access to computers, printers, microphones, headphones, word processing software, video and audio editing software, and the Internet. Media. Students will use print, audio, texts, visuals such as photos, and clip art or drawings to create assignments. IV. Utilize Technology, Media, and Materials Prepare the materials: With the assistance of the instructional technology coordinator, Classroom computers and chrome books will be checked and ready for student use. Appropriate software will be accessible to the students. Prepare the environment: Desks are to be arranged in a manner that allows for small group work. Additionally, a computer station must be accessible to all students to complete various aspects of the assignment. Prepare the learners: Students will have been prepared for this lesson during the lesson Prior. Students have notes on Shakespeare and literary devices which can be referred to as needed. V. Require Learner Participation Student participation in this lesson will include both large and small group activities. The lesson is structured to begin with large group instruction and activities to prepare for the smaller group activities. Large group activities: The lesson will begin with students assuming roles and reading Act I, scene i of Macbeth. Brief discussion will focus on what

the students think is happening in the scene. Student reading will be followed by students listening to a recording of the scene. Using the Promethean Board, students will begin to develop a comparison chart of what they read and what they heard. This will be followed by viewing a performance of the scene via YouTube. Students will add to the chart upon completion of the viewing. Small group activities: The students will break into groups of three or four to rewrite the scene they have just watched. They will use computers to access the internet for research and assistance. Once rewritten, students will use PowerPoint presentation software to present their version of Act I, scene i to the class. VI. Evaluate and Revise Student activities will be evaluated using the following rubric: Conclusion The ASSURE lesson plan model aids in the incorporation of technology into classroom instruction. It serves as a guide for teachers and focuses on the level of technological applied. The proper use of this model will enrich daily lessons and student activities and maximize the potential of available technologies

The ASSURE project rubric can be found here. INTEGRATING TECHNOLOGY INTO THE CURRICULUM

Most teachers understand that integrating technology into the curriculum is the best way to make a positive difference in education. While many specific strategies can be used to add technology to the mix, the following model is one example of how to integrate technology into your future lessons. The ASSURE model was developed by Heinich, Molenda, Russell, Smaldino (1999) and is an instructional model for planning a lesson and the technology that will enhance it. The ASSURE model contains six steps and the letters in ASSURE form an acronym. The “A” stands for Analyze the learner. Who are your students? While this seems to be common sense, the step is important to mention because keeping your students in mind will help ensure that you work diligently to find those materials and resources that will be most appropriate and useful to your students. You should know who your students are (e. g. , demographics, prior knowledge, learning styles, academic abilities) on a multitude of levels, and use this knowledge in every lesson you plan. The first “S” stands for State objectives. You will have a curriculum to teach in your classroom, with specific objectives that will become the focus of individual lessons. What are these objectives? What should be the outcomes of the lessons that your students will know or learn? Each lesson will probably be tied to curricular objectives and this step reminds you to keep these objectives as the focus of the student learning. The second “S” is Select media and materials. When choosing the media and materials to help you teach a lesson, you will first choose a method for delivering your instruction. For example, you might decide that having your students work in small cooperative groups is most appropriate, or you might determine that a lesson is best taught using a tutorial. You then select the media that best supplements or enhances the method of teaching you have chosen. The media could include technology solutions (e. g. , CD-ROMs, DVDs, calculators, software, Internet resources, videos); print resources, such as a textbook; or any combination of the various media types. You will have to decide which materials and media can best help your students master the learning objectives you have identified. The “U” stands for Utilize media and materials. In the last step you identified specific media and materials to help meet your learning objectives. In this step, the lesson is actually taught and the media and materials get implemented. This is also the step that should have a backup plan in place. Technology solutions can break down, so an alternative solution should be available. For this reason, a teacher

should always test the media first, to help prevent disappointment. In other words, make sure you have tried the software or device to ensure that it is age appropriate, grade appropriate, usable, and valid for the lesson and objectives being taught. Evaluating the media will also raise any red flags (e. g. , is any training going to be required? Is an extension cord going to be necessary?). The “R” stands for Require learner participation. Your students are going find learning more meaningful when they are actively involved in the learning process and not sitting there ively. Are there strategies you can use to get your students practicing? Thinking? Solving? Creating? Developing? Analyzing? More often than not, a lecture is not going to allow your students to move beyond ive learning. On the other hand, integrating technology into a lesson almost necessitates that you use a teaching method beyond lecturing. How can you best facilitate the learning process? Finally, the “E” stands for Evaluate and revise. This is one of the most important steps, but is often overlooked. Becoming a good teacher requires that you constantly evaluate your own teaching, evaluate the student learning, and make needed revisions for the next lesson and for the next time you teach the current lesson. Always striving to improve is the first step to becoming a better teacher. Evaluation occurs when you determine the worth of your teaching methods and the media you used. During the evaluation stage, you should ask yourself questions such as, “Did this lesson meet the objectives?” “Did students gain from this lesson?” “Can this lesson be improved?” “How so?” “Could individual work or group work have been more effective for parts of this lesson?” “Was the media appropriate?” “Are there other technology solutions that might have worked better?” While this is not a comprehensive list of questions, this should provide you with some direction for the evaluation stage. You might also ask students to reflect on their learning and the experience they had in the lesson. Perhaps your students will have that could help you to improve the lesson for next time, or that could help you improve future lessons for them. Having things go wrong does not make a teacher a bad teacher. However, failing to take corrective and preventative actions for the future is bad teaching. The ASSURE model is just one strategy to effectively integrate technology into curriculum. Some teachers will create an ASSURE poster to help them the steps of the model. As you become a more experienced teacher, you will probably find that the steps in the ASSURE model are second nature and that will lead to better teaching. As you revise lessons from year to year, to keep in mind new and emerging technologies that might be more effective.