Assalamualaikum wbt dan Salam Sejahtera.
To
become skilled in today’s classrooms it is crucial to know when to use a wide
range of instructional strategies and passive and interactive media. Heinich,
R., Molenda, M., Russell, D. J., &Smaldino, E. S., (2002) stated to
use media and technologies effectively a systematic plan for their use is
necessary. They suggest utilizing the ASSURE model as a guide, which identifies
six major steps in an instructional planning process.
The Assure Model is:
Ø A
procedural guide for planning and delivering instruction that integrates
technology and media into the teaching process.
Ø A
systematic approach to writing lesson plans.
Ø A
plan used to help teachers organize instructional procedures.
Ø A
plan used to help teachers do an authentic assessment of student learning.
Ø A
model that can be used by all presenters.
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.
Entry Competencies
This
is a description of the types of knowledge expected of the
learners. Ask questions such as: Do the learners have the knowledge
base required to enter the lesson? Do the learners have the entry competencies
and technical vocabulary for this lesson? Have the learners already mastered
the skills you are planning to teach? Do the learners have biases or
misconceptions about the subject?
This
is a description of the learning stylistic preferences of the individual
members of the class. First of all the instructor will want to find
the learners perceptual preferences and strengths. The main choices are
auditory, visual, and tactile/kinesthetic. Slower learners tend to prefer
kinesthetic experiences. The instructor will then determine the information
processing habits of the learners. This category includes a broad range of
variables related to how individuals tend to approach the cognitive processing
of information. Finally the instructor will determine the motivational and
physiological factors of the learners. When it comes to motivational factors
the instructor needs to consider things such as anxiety, degree of structure,
achievement motivation, social motivation, cautiousness, and competitiveness.
The most prominent influences in physiological factors are sexual differences,
health, and environmental conditions.
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
class will 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?
Select, modify, design
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: a
lecture, group work, a field trip, etc. What media you will use: photos,
multimedia, video, a computer? Are you using store bought materials, getting an
outside resource to provide materials, modifying something you already have, or
making something from scratch?
Selection Criteria
Media Selection
Ø Media
should be selected on the basis of student need.
Ø We
must consider the total learning situation.
Ø Should
follow learning objectives.
Ø Must
be appropriate for the teaching format.
Ø Should
be consistent with the students' capabilities and learning styles.
Ø Should
be chosen objectively.
Ø Should
be selected in order to best meet the learning outcomes.
Ø No
single medium is the total solution.
Ø Does
it match the curriculum?
Ø Is
it accurate and current?
Ø Does
it contain clear and concise language?
Ø Will
it motivate and maintain interest?
Ø Does
it provide for learner participation?
Ø Is
it of good technical quality?
Ø Is
there evidence of its effectiveness (e.g., field-test results)?
Ø Is
it free from objectionable bias and advertising
Ø Is
a user guide or other documentation included?
Utilize Methods, Media,
& Materials
Plan
of how you are going to implement your media and materials. For each type of
media and/or materials listed under Select, modify, and design describe in detail how you are going to implement them into
your lesson to help your learners meet the lesson's objective. Please
write in full sentences; do this for each item.
In
order to utilize materials correctly there are several steps to creating good
student-centered instruction.
1. Preview the material- Never use anything in
class you haven’t thoroughly checked out.
2. Prepare the material- Make sure you have
everything you need and that it all works.
3. Prepare the environment- Set up the classroom so
that whatever you’re doing will work in the space you have.
4. Prepare the learners- Give the students an
overview, explain how they can take this information and use it and how they
will be evaluated up front.
5. Provide the learning
experience-
Teaching is simply high theatre. Showmanship is part of the facilitator’s job.
Teaching and learning should be an experience not an ordeal.
Require Learner Participation
Describe
how you are going to get each learner "actively and individually
involved in the lesson. Ex: games, group work, presentations, skit,
etc.
Remember
that the days of sage on the stage are gone. Our role in the classroom today is
one of a guide on the side and students, especially with technology connected
lessons, need to experience learning. All activities should provide
opportunities to manipulate the information and allow time for practice during
the demonstration of the skill.
Evaluate and Revise
Describe
how you will, in the future, measure whether or not the lesson objectives were
met. Were the media and the instruction effective?
Evaluate student performance:
How
will you determine whether or not they met the lesson's objective?
The
evaluation should match the objective. Some objectives can be adequately
assessed with a pen and paper test. If the objectives call for demonstrating a
process, creating a product, or developing an attitude, the evaluation will
frequently require observing the behavior in action.
Evaluate media components:
How
will you determine the media effectiveness?
Evaluate instructor performance:
How
will you determine whether or not your own performance as
instructor/facilitator was effective?
