Heinich, Molenda, Russell, & Smaldino
ASSURE - an acronym to ensure successful planning!
State Standards & Objectives
State and national standards should guide all lesson objectives. By clarifying these goals near the beginning of your process, it will ensure that you are keeping them at the heart of your lesson and planning.
Select Strategies, Technology, Media, & Materials
This process will depend upon your knowledge of students' present skills as well as the intended learning outcome for the lesson. Strategies, technology, media, and materials should be chosen to enhance student learning.
Utilize Technology, Media, & Materials
In this section, the lesson is taught, and the implementation of media and materials occurs. This step is the one that will make the lesson most interesting for students because you will choose technology that will enhance or drive the lesson.
Require Learner Participation
This part of the model is the most exciting for the students. Participation and engagement are active rather than passive. In addition, you need to use a delivery method other than lecture.
Evaluate & Revise
This is the last part of the model. After completion of the lesson, you assess not only student participation and outcomes but also the lesson itself. Your teaching and student learning methods may need revision for your next lesson.
- Active student participation
- Simple, easy-to-use model and rubric
- Ability to integrate technology into lesson
- Evaluation and revision allow for improved future lessons
- Technology could fail--need to have a backup plan
- Training for teacher and students may be necessary to understand how to use the technology, materials, and/or media
- Active student participation is necessary for the model/lesson's success
ASSURE was developed in 1982, and most recently adapted for PP-12 in 2008. The context of use for ASSURE is as "an instructional model for planning a lesson and the technology that will enhance it" (ASSURE Model, 2015). Through the model, teachers will be able to successfully integrate technology into their lesson, be able to actively engage students, and be able to evaluate their lessons plans, and be able to revise for future lessons.
Reiser, R. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston: Pearson.