Most teachers
understand that integrating technology into the curriculum is the best way to
make a positive difference in education. While many specific strategies can be
used to add technology to the mix, the following model is one example of how to
integrate technology into future
lessons.
The ASSURE
model was developed by Heinich, Molenda, Russell, Smaldino (1999) and is an
instructional model for planning a lesson and the technology that will enhance
it. The ASSURE model contains six steps and the letters in ASSURE form an
acronym. The “A” stands for Analyze
the learner. Who are my students? While this seems to be common
sense, the step is important to mention because keeping a class of students in
mind will help ensure that I work diligently to find those materials and
resources that will be most appropriate and useful to my students. I should
know who my students are (e. g. demographics, prior knowledge, learning
styles, academic abilities) on a multitude of levels, and use this knowledge in
every lesson I really plan. http://ed205.net/assure_model.html
General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or social problems, socioeconomic level, and so on.
Specific entry competencies - prior knowledge, skills, and attitudes.
Learning styles - verbal, logical, visual, musical, structured, and so on. http://www.myteacherpages.com/webpages/mkiva/university.cfm?subpage=1114844
This lesson of analyzing the learners has answered
many questions that occupied my mind
v
What are
stable and changing similarities and differences among learners?
v
What are the
categories of cognitive characteristics that should be considered in designing
instruction?
v
What is the
difference between general characteristics and specific prior knowledge of a
learner population?
v
What are some
instructional strategy variables that may be influenced by learner
characteristics?
v
How can
different learner characteristics influence how the variables are implemented?
v
How can i
identify sources of information about learner characteristics of a particular
audience?
v
What are some
examples of learner characteristics?
v
What are some
techniques and procedures that can be used to identify learner characteristics
when designing instruction?
While we are analyzing the
learners we need to clearly capture their; sensory capacities: these include
observing and modeling their behaviors
We also need to know that
the learners have big differences in terms of intelligent quotient. Intelligent
quotient will help the teacher to know whether to give a number of examples,
the learners ability to interpret concepts, whether to increase on duration,
how much practice is needed for the trainees, their attitude towards learning
and the amount of prior knowledge. Off course the IQ helps us to understand the
attention span of the learners.
I also have learnt that
the gender, ethnicity and racial information are very important. This will help
me understand and learners experiences, cultural factors and how to manage
their groups.
Understanding the
psychosocial traits of learners helps us to capture learner’s anxiety and
performances in particular settings.
Specific prior learning
is considered to be the most significant factor when designing a lesson simply because
it allows the teacher to set objectives that will not bore the trainees and off
course will realize many opportunities towards using and instruction technique.
I have learnt that I have
to gather information from the trainees in the following categories as well.
Specific prior knowledge,
Psychological characteristics, Cognitive characteristics
http://www.angelfire.com/la2/learners/learners.html
and have concurred with the educators on the mentioned link.
The site above also
explains clearly the purpose of conducting the learner analysis. I have learnt
that it helps the teacher to manage the class effectively if he or she understands
the weaknesses, challenges and strengths of the learner.
NIWAMANYA GILBERT
A/g Head of Plumbing and Sheetmetal Department
Nakawa Vocational Training Institute-Uganda
+256 (0) 774 228 871
