3.7.4 DESIGNING TECHNOLOGY- ENHANCED LESSONS- THE ASSURE MODEL

To ASSURE good learning, I believe it is not one single thing that a teacher or designer should consider, but I do believe that there are areas of emphasis.

First, ASSURE starts with looking at the learner in detail. Nothing you plan or design is effective unless you have taken the time to look at the learners. That means that by understanding where the learners are at the start of instruction, a teacher will make every effort to assist all learners to be successful in their learning endeavors. This new direction supports my position about knowing the learner. I feel that knowing as much as possible about your learners is critical to design and implementation of instruction.'

Second, the second letter in ASSURE, S, refers to knowing the intended outcomes or expectations. No instruction should begin without everyone having a clear understanding of what is supposed to happen in the instruction. This does not preclude the possibility of additional learning taking place, but without a road map, some of your learners may well be "lost." And, especially in the schools today, as we edge closer to the 100% of all students meeting or exceeding expectations, I believe that students need to know what is expected of them.
 we need to find ways to make it possible for our diverse learning population fit into the "mold" that has been outlined for us. Learners need to know what they are to do. And, I add that you cannot assess learning without knowing what was expected.

My final area of importance in the design and implementation process to ASSURE good learning is the reflection component of evaluation. Once you have completed the design and instruction and gathered the data about the outcomes and impressions from your learners, you need to take the time to consider what went well and what could be changed in that particular instructional event. This information will help you re-design that instructional event for future opportunities. But, this information also guides you on how to better address your learners in instruction beyond this particular instructional event. We often do not put enough emphasis on reflection as teachers and designers, but I do consider that it is not time wasted.
from our group discussions, i have learnt many ideas; analysis of the learners is paramount, selection of teaching  aids is very key to enhance retention and recall of the learnt material and among others the learners involvement from the start will help them to grasp every content and the assure model does not accommodate cram work since the learners are as much involved and they take their findings themselves with the teacher standing in a corner to force material into their heads.