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ASSURE Model
This paper studies the history, purpose and the affect of The ASSURE Model on learning. The creators of the ASSURE Model, Sharon Smaldino, Robert Heinich, Michael Molenda, and James Russell, all share similar beliefs in the learning process. Hence, the worked together, each bringing their special skills, to produce a set of goals to make lesson planning more productive. In order for instructions to be effective, careful planning must take place. The ASSURE Model consists of six steps that guide teachers during the process of lesson planning, delivery, and evaluation. It teaches how to incorporate technology to enhance learning outcomes.

History of the ASSURE Model
For decades, instructional models have been designed to aide in the proper structure and process of information to provide the best possible learning environment for students. The ASSURE Model is an instructional system design that was created to be used by teachers inside their classrooms (Kearsley & Culatta, 2016). It assists teachers with the layout of lessons plans and improves the execution of teaching and learning outcomes. It also acknowledges the growing trend of technology, as it implements its use along with a variety of media types in instructional planning. Botturi (2003) states, The ASSURE Model “provide conceptual and communication tools that can be used to visualize, direct and manage processes for generating episodes of guided learning.” The ASSURE Model was developed by Sharon Smaldino, Robert Heinich, Michael Molenda, and James Russell in 1999 and can be found in their book,  “Instructional Technology and Media for Learning”(Alias & Hashim, 2012). Because of its huge success in the classroom, The ASSURE Model continues to be revised to accommodate today’s learners.

Biography
Dr.Sharon E. Smaldino:

Dr. Sharon E. Smaldino, a former professor of Educational Technology at the University of Northern Iowa, now serves as the Ruth Morgridge Endowed Chair for Teacher Education at Northers Illinois University where she received her Ph. D. in 1987. For many years she worked as a teacher, speech therapist, and special educator in several different states. Dr. Smaldino taught several courses at both the graduate and undergraduate level such as Instructional Development, Instructional Computing Designs, and Desktop Publishing, to name a few. Due to her expertise in technology in the classroom and distant education, she has been the recipient of several awards. Dr. Smaldino continues to work along with teachers to integrate technology into the classroom (Smaldino, Russell, Heinich, & Molenda, 2005)

Dr. James D. Russell:

Dr. James D. Russell, has served as an educator for over forty years. He is currently Professor Emeritus of Educational Technology at Purdue University. Dr. Russell, due to his exceptional teaching, has been recognized for several awards including the Outstanding Teacher Award, The School of Education’s Best Teacher Award and have been inducted into Purdue’s Book of Great Teachers. His area of expertise are presentation skills and using media and technology in classrooms. Today, he continues to offer his time and knowledge to make an impact on technology in the classroom (Smaldino et al., 2005).

Dr. Robert Heinich

Dr. Robert Heinich, Professor Emeritus of Instructional Systems Technology at Indiana University has served on the faculty since 1969. Due to his passion in technology, Dr. Heinich built a media program at Colorado Spring School District. Because of his phenomenal work, he was awarded the Presidential Citation of the International Society for Performance and Instruction and the Distinguished Service Award of AECT. Although he is currently retired form active teaching, he currently serves on the board of directors of the Old Colorado City Historical Society and the Colorado Round Dance Association where he is an active citizen in the community in which he lives (Smaldino et al., 2005).

Dr. Michael Molenda

Dr. Michael Molenda served as an Associate Professor in Instructional Systems Technology at Indiana University where he has been employed since 1972. Dr. Molenda is known for his nationally recognized workshops and consulting in many different countries (Mladenovic & Heinen, 2018). He is both a designer and facilitator of courses in Media Applications, Instructional Development, Evaluation and Change, and Instructional Technology Foundations (Smaldino et al., 2005). Passionate about his teachings, Dr. Molenda received the Student Choice Teaching Award for all of his efforts.

Phases of the ASSURE Model
ASSURE is an acronym that stands for:

A — Analyze learners

S — State standards & objectives

S — Select strategies, technology, media & materials

U — Utilize technology, media & materials

R — Require learner participation

E — Evaluate & revise

Analyze learners
In this first step, it is important for teachers to know their learners. This includes their age, gender, abilities, learning styles and interest. Knowledge of the learners assist in providing objectives that suits their learning needs (Forest, 2018). It also permit teachers to plan for the entire lesson with their students needs in mind.

State standards & objectives
Objectives are guidelines that encourages both the teacher and the learner to remain focus. It helps the learner to be able to identify exactly what they should know or be able to do as a result of the lesson being taught. It assists teachers in evaluating and grading learners based on the lesson. The ABCD sub model helps correctly express learning objectives (Botturi, 2003).

Audience: Who are the objectives intended for.

Behavior: What is the performance or expected learning outcome.

Condition: Under what condition will the performance be observed.

Degree: To what degree of mastery is the students expected to perform and achieve.

Select strategies, technology, media & materials
Now that the learners have been analyzed and objectives have been set, teachers are able to choose instructional technologies, medias and materials that will best accommodate all learners. These Instructional tools can be computers, internet, software programs, videos, music, charts and projector, to name a few (Forest, 2018). The instruction tools chosen must be appropriate for the learners.

Utilize technology, media & materials
Insure that all tools selected to deliver the lesson is workable. This means that they should be tested before the start of lesson. If any of your tools is dependent upon electricity, have a plan B in the event of power outages. Consider having anchor charts and flash cards as a back up. Verify that the students know how to use all the instructional tools provided and that they are using them accurately.

Require learner participation
Learners should be involved in the lesson as they learn best when they are active participants. They are also able to remember the information taught and will be able to recall the information when needed. There are several steps that can be taken to insure that everyone participates.

Ask questions. Randomly call on students to answer questions, or give their opinion on the subject matter. Acknowledge all answers to encourage students to not be timid to give their answers whether right or wrong. Insure that they are confident learners.

Have discussions. Allow students to elaborate on the information presented and build a bridge between their prior knowledge and new knowledge. Insure that all students are heard and disagreements are given in a respectful manner.

Group Work. Students learn well from each other. At times they are more comfortable with sharing with and learning from their peers. This setting also allows the teacher to assess how students work with each other.

Hand- on-activities. As Benjamin Franklin once said, “Tell me and I forget, teach me and I may remember, involve me and I learn” (Goodreads, 2018). Get students involve, allow them to draw, manipulate objects and create models. These skills are found at the higher end of Bloom’s Taxonomy.

Evaluate & revise
This last step allows the instructor to evaluate their teaching impact on the student’s learning. During this process, teachers should examine every aspect of the lesson. In other words, this is the time to reflect on the teaching style and methods, instructional design, and learners outcome of the lesson to decide what worked and what changes should be made. The following questions should be asked.

Were the objectives met? If not, why not?

Were the right instructional tools used? What other tool could be incorporated?

Can the lesson be improved? If so, how?

The ASSURE Model six steps provide step by step instructions on how to produce, deliver, evaluate, and reevaluate lesson planning. Its design provides simple instructions that can be easily followed and used by anyone. The ASSURE Model has been found to be useful and easily incorporated in fields other than Education, including the Business and Medical field.

Awards
“Earlier versions of Instructional Technology and Media for Learning have received the following recognition:

• Outstanding Book in Educational Technology and Teacher Education from the Association of Educational Communications and Technology (AECT) Teacher Education Division

• The James Brown Award for the Best Non-Periodic Publication in the Field of Educational Technology from AECT

• The Outstanding Instructional Communication award from the International Society for Performance Improvement (ISPI)

• The Visual Design and Layout Award from the Design Society of America” (Pearson, 2018)

Publications
Instructional Technology for Media and Learning 1st-8th Edition

Sharon E. Smaldino, Northern Illinois University

Robert Heinich, Indiana University

Michael Molenda, Indiana University

James D. Russell, Eastern Connecticut State University

Instructional Technology for Media and Learning 9th and 10th Edition

Sharon E. Smaldino, Northern Illinois University

Deborah L. Lowther, University of Memphis

James D. Russell, Eastern Connecticut State University

Instructional Technology for Media and Learning 11th and 12th Edition

Sharon E. Smaldino, Northern Illinois University

Deborah L. Lowther, University of Memphis

Clif Mims, University of Memphis

James D. Russell, Eastern Connecticut State University