Systematic Planning for Media Use

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Systematic Planning for Media Use

• The ASSURE Model

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The Model
Analyze Learners
State Objectives
Select Methods, Media and Materials
Utilize Media and Materials
Require Learner Participation
Evaluate and Revise
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Analyze Learners (1)

• General characteristics
• Age, grade level..
• For selecting materials, concrete to abstract
• Specific entry competencies
• verify assumptions about entry competencies
• prerequisites
• preassessment

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Analyze Learners (2)

• Learning styles
• IQ verbal/linguistic (language),
  logical/mathematical (scientific/quantitative),
  visual/spatial, musical/rhythmic,
  bodily/kinesthetic (dancing/athletics),
  interpersonal (ability to understand other
  people), intrapersonal (ability to understand
  oneself).
• Perceptual preference auditory vs visual
  tactile and kinesthetic.

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Analyze Learners (3)

• Gregorcs Model of mind styles

abstract
Decode verbal and symbolic messages adeptly,
especially when presented in a logical order
Draw meaning from human-mediated presentation
respond to the tone and style of the speaker
random
sequential
Trial and error approach quickly reach
conclusion from exploratory experiences.
Direct hands-on experiences presented in a
logical order
concrete
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Analyze Learners (4)

• Gregorcs Model of mind styles (preferred ways of
  learning)

abstract
Reading and listening to presentations
Group discussions, lecture with listen and answer
periods, films and televisions
random
sequential
Games, simulations, individual study project,
discovery method.
Workbooks, programmed instruction, demonstrations.
concrete
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Analyze Learners (5)

• Motivational Factors anxiety locus of control -
  internal or external degree of structure
  achievement motivation, social motivation
  cautiousness competitiveness..
• Physiological factors gender differences (boys
  more competitive, aggressive) health (hunger,
  illness) environmental (noice, temperature,
  lighting, time of day.

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Example1
Analyse learners Class F. 4 science students (
Total 40 students ) Age 17 Grade Band
1 Altitude active, eager for learning, interest
in Biology. Title Classification -- The world of
animals Time 3 lessons ( 2 hours ) Students
prior knowledge 1. The classification of plant
( Cert-level ) 2. Simple classification of animal
( F. 1 level ) 3. External features of some
animals observed in daily life
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Example 2

• Analyse Learners
• General characteristics-
• Form 6 A-level biology students
• Entry competencies-
• Most of them obtained grade C in HKCEE
• Background knowledge?

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State Objectives

• Statement of what the learner ought to get out of
  the lesson.
• Should be as specific as possible.
• For making appropriate selection of methods and
  media.
• Help assure proper evaluation.
• Students know what is expected.

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Domains of Knowledge

• Cognitive state, identify, generate, originate,
  execute, choose,...
• Affective receive, value, ...
• Motor skill imitate, manipulate, articulate,
  create,

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The ABCDs of Well-stated Objectives

• Audience stating whose capabilities is going to
  be changed, e.g., F3 students.
• Behavior Observable behavior after the
  instruction, e.g., solve linear equations.
• Conditions under which the performance is to be
  observed, e.g., without using calculators.
• Degree standard of criterion by which acceptable
  performance will be judged, e.g., solve 5
  problems in 30 minutes.

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The Helpful Hundred Suggested performance terms
(Heinich, 1996)
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Example 1
State objectives The ABCDs of well-stated
objectives Audience F. 4 science students ( 40
students ) Behaviour after the lessons students
should be able to 1. group animals into
vertebrates and invertebrates 2. describe the
general external features of vertebrates and
invertebrates 3. recognize vertebrates consisting
of 5 main groups - fish, reptile, amphibian,
mammal and birds 4.recognize invertebrates
consisting of 6 main groups - coelenterata,
platyhelminthes, annelida, mollusca, arthropoda,
echinodermata
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Condition using slides of annotated diagram and
key notes with teachers instruction. Degree
They are able to classify the animals by
observing on their external features.
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Example 2
State objectives At the of the lesson, the pupils
should be able to . State the function of
antibiotics. . Explain the mechanism of action of
antibiotics . Explain the advantages and
disadvantages of taking antibiotics. . Make
precautions when taking antibiotics. . Apply the
theory of evolution to bacteria population as a
result of artificial selection.
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Select Methods, Media Materials

• Decide on the appropriate method discovery,..
• Choose a media format that is suitable for the
  method,
• obtaining specific materials select, modify, or
  design specific materials within that media
  format.
• Involve the Media specialist
• survey the sources

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Example 1
Selective method, media and materials In the
lesson, inductive and deductive method are
chosen. 26 slides are used with the help of
audio-visual projector and screen. Slides are
prepared by powerpoint. Also, specimens of some
organisms are provided.
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Example 2

• Select Methods, Media and Material
• Transparencies will be used
• Sources from reference books and internet
  journals
• Method mainly depends on discussion on relevant
  topics
• Interesting diagrams used to attract attention
  and thinking
• Language simple sentences and key points listed
  for easy understanding

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Utilize Media and Materials

• Preview the Materials
• Prepare the Environment
• Prepare the Learners introduction, motivation,
  routines, advance organizer
• Provide the Learning Experience (refer to Heinich
  et al for more details)

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Example 1
Utilize media and materials S1 1. Show the topic
of the lesson. 2. Ask students how they identify
animals and how they are classified. S2 1. Show
the general classification of animals - with
backbone and without backbone 2. Ask students
which animals belong to vertebrates and
invertebrates.
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Example 2

• Utilize media and materials
• Transparencies will be used in school biology
  laboratory during biology lesson.
• Lesson start with discussion on antibiotic usage
  as a set to arouse interest.

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Require Learner Participation

• Overt responses.
• Immediate feedback or confirmation of correct
  responses.
• Discussions, short quizzes, and application
  exercises.
• Follow -up activities.

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Example 1
Learners Participation 1. Slides of animals (
one representative from each group ) are shown on
the screen. Students are requested to find out
the morphological features of each animal as a
way of guiding them to general characteristics of
each group of the invertebrates and each class of
the vertebrate. 2. Evaluation To test their
understanding on the lessons, students are given
different representative organism of each group.
They are given time ( 1 minute per each organism
) to write down the name of the groups to which
they belong .
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3. Group discussion Students are divided into
10 groups. Each group is requested to have a
discussion on the relationship between the
morphological features of one of the 5 classes of
vertebrates and its significance in their
adaptation to their habitat. Then each group will
be required to have a presentation. ( about 3
minutes ) 4. Assignment Students are given
worksheets ( with a diversity of animals from
different groups ) They are required to identify
their respective phylum/class according to their
external features.
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Example 2

• Require learner participation
• Students are encouraged to give opinions by
  immediate feedback by the teacher.
• Discussion to generate ideas rather than
  introducing concepts
• A question will be given for analysis after
  lesson (see lesson plan).

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Evaluate and Revise (1)

• Evaluation of Learner Achievement corresponding
  to the objectives. Done by tests..
• Evaluation of Media and Methods whether the
  instructional materials are effective?
  presentation finished in suitable time? The media
  assist the students in meeting the objectives?
• Done by Class discussion, individual interviews,
  observations.

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Evaluate and Revise (2)

• Formative evaluation
• collect information to improve the tool
• a repeat process
• one-to-one trials
• small group trials
• field trials
• Summative Evaluation
• done when the tool is finished
• test on congruence, content, design, feasibility

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Example 2

• Evaluate and revise
• Tests
• Observe during class discussion
• Observe from drawing of students (homework)

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Media Selection Criteria

• Does it match the curriculum?
• Is it accurate and current?
• Does it contains clear and concise language?
• Will it arouse motivation and maintain interest?
• Does it provide for learner participation?
• Is it of good technical quality?
• Is there evidence of its effectiveness (e.g.,
  field-test results?
• Is it free from objectionable bias and advertising

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Design New Materials

• Objectives
• Audience
• Cost
• Technical Expertise
• Equipment
• Facilities
• Time