DIGITAL TECHNOLOGY ESSAY

Diagram 1 shows the meaning of the words ASSURE

As the saying goes, if you fail to plan, you plan to fail. From the saying, it claims that we need to have a proper plan when doing something. According to Patil (2008), a good quality lesson plan will produce a smooth progress of teaching and learning session. In this piece of writing, the ASSURE Model was chosen and will be explained briefly on how it affects the teaching and learning process.

Firstly, this model is an instructional design that is classroom-based. That is the reason of  why it is suitable to be used in order to help teachers in planning the lesson. The alphabet A in the acronym stand for analyse which the teachers analyse the students background, learning style, age and their prior knowledge. Educators who know their student have higher potential to influence them (Rodger, Fitzgerald, & Allison, 2011). For example, when an English teacher wants to teach Nouns to the students, he needs to know whether they can read or not which is their prior knowledge and skills. Teaching somebody not at their level will lead to failure (Banerjee, Banerji & Walton, 2016).

Diagram 2 shows the summarization of analysing the learners

Next, after analysing the learner the alphabet S stand for state objectives. According to Schank and Abelson (2013), there are no use driving when you do not have a destination. From the statement, we can conclude that it is vital for the teachers to put a target or aims when they plan their lesson. We can see connection between this key word on how it can helps to produce a good plan for the teacher. There are goals that must be set when planning something so we know that whether we managed to achieve our objectives or vice versa. A plan without a goal will just be a wish (Brookfield & Preskill, 2012).

Moving on to the next S in ASSURE Model, it means select method, materials and media. According to Goldenberg (2008), a creative educator will plan a variety approach to attract their student. From this statement, it means the teacher should not only stick to one approach only in teaching. For example, if the students are kinesthetic, the activities should involve movement so the objective of the lesson can be achieved. Only one from five students will stay focus on the lesson if the study style does not match their personality (Harvey & Goudvis, 2007).  

Other than that, after selecting the right method and materials, teachers should utilise the media, the students and materials that will be used in the lesson. For example, when preparing the worksheet for the students, teachers should preview and make sure that the level suit the students capability. A suitable materials used during lesson enhance the students’ understanding (Aratusa, 2017). The teachers should take into consideration on students with special needs and a bit slow in preparing the materials. Not only that, the environment of the classroom during the lesson is also important. You cannot demonstrate photosynthesis if the room is dark and get no sunlight.

Then, after utilising the materials, the alphabet R stand for Require which means the requirement of learner’s participation in lesson. In 21^st Century Education, teachers act as a mentor for the students and it is a student-centered learning (Wright, 2011). Under this keyword, this model focus on encouraging the students to participate in any activities held. For example, they must join the quiz, practice, task and project. From this, teachers can slowly record their progress in understanding any particular subject.

After going through all things above, its time to Evaluate and revise. In this segment, teachers will evaluate the students achievement and also the effectiveness of the lesson. Not only that, they will figure out whether the methods and materials are relevant to be used in the lesson. There are not even one method that was backed up by evidence that it is effective. It depends to the students level and many other factors that influence them. If method A works in Malaysia, it does not mean that it will works on kids from Australia. So, from this teachers will improvise and add new input to suit with the students level.

Diagram 3 shows the stages in ASSURE Model

In conclusion, it is obvious that this model are suitable to be used to plan teaching and learning session in classroom. The keyword itself is related to each other and well organised. From analysing the students, teachers will know how their student is and they can set the goals from the analysis. To achieve the goal, the teacher need to select the right materials and method by utilising the materials that will be used. Then, the kids are required to participate in the lesson so that the teachers can evaluate them. It is proven that, based on this model, a well-planned lesson will be produced.

References

Aratusa, Z. C. (2017). TEACHING READING COMPREHENSION (AN OVERVIEW

OF THE CONTENT-BASED SUMMARIZING). Paedagogia: Jurnal Pendidikan, 6(2), 243-258.

Banerjee, A., Banerji, R., & Walton, M. (2016). Mainstreaming an effective intervention: Evidence from randomized evaluations of “Teaching at the Right Level” in India (No. w22746). National Bureau of Economic Research.

Brookfield, S. D., & Preskill, S. (2012). Discussion as a way of teaching: Tools and techniques for democratic classrooms. John Wiley & Sons.

Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say.

Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse Publishers.

Patil, Z. N. (2008). Rethinking the objectives of teaching English in Asia. Asian EFL Journal, 10(4), 227-240.

Rodger, S., Fitzgerald, F., & Allison, H. (2011). What makes a quality teacher practice placement? Students’ and practice educators’ perspectives. Australian Occupational Therapy Journal, 58(3), 195-202.

Schank, R. C., & Abelson, R. P. (2013). Scripts, plans, goals, and understanding: An inquiry into human knowledge structures. Psychology Press.

Wright, G. B. (2011). Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(1), 92-97.