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TEKNOLOGI DALAM PENGAJARAN DAN PEMBELAJARAN
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the story book.
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CONTENT ANALYSIS
ASSURE MODEL

STEPS MODEL SUMMARY ANALYSIS SUMMARY


Set Induction

1. A - Analyze learner
• Target group is Year 5 pupils.
• To arouse the pupils interest towards the lesson for the day besides the purpose of the lesson. 
• This is to inform the pupils what they are going to learn next.



2. S – State objectives


Video clip can be used in Year 5 curriculum.
Teaching and Learning Process

By the end of this lesson, pupils should be able to:
1. Cognitive Skill: Recall the name of people in the story and what the story is about.
2. Psychomotor Skill : Act up the story through role play in 10 minutes.
3. Affective Skill: Predict/ create the different ending for the story.

• Teacher plans an activity as part of Teaching and Learning Process in the classroom.

3. S – Select Methods, Media & Materials

• Usage of Teaching aids:
• “STORY TELLING SESSION” Video 
• To increase students’ interest towards subject being taught and to improve students’ understanding.


4. U – Utilize Media & Materials

• Video is being used as part of presentation.
• To get students’ attention and focus during Teaching and Learning session.
• Incorporating variation of tones, mood,body language and music in a presentation.

5. R – Require Learner Participation 

• Pupils will be more excited and prepared to learn more.
• Their level of interest and attention increased due to the usage of entertaining materials (Video clip) by teacher.
• Pupils will offer more co-operation and participate actively during class.



6. E – Evaluate & Revise

• Teacher reiterates the moral values that the pupils have learnt throughout the lesson.
• Teacher also tells the pupils the new topic that they will be learning for the next lesson.
• This reminds pupils the gist of the day’s lesson.
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from left : Mohd Haniff Rowther, Nabila Huda, Anuar Wahidi
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EDU 3105
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Planning, Selecting, Production and Evaluation of Teaching Media: Assure Model

What is assure model?
It is a procedural guide for planning and delivering instruction that incorporates media, assumes that training or instruction really is required. 
(e.g., students don’t know how to use the new laboratory microscopes, or assembly line workers must learn to handle safely the toxic materials they work with).
 A systematic approach to writing lesson plans.
A plan used to help teachers organize instructional procedures.
 A plan used to help teachers do an authentic assessment of student learning.
A model that can be used by all presenters
THE ASSURE MODEL
Analyze learners
State objectives
Select methods, media, and materials
Utilize media and materials
Require learner participatio
Evaluate and revise
Analyze learners
The first step in planning is to identify the learners.
Your learners may be: students, trainees, or members of an organization such as youth group.
You must know your students to select the "best" medium to meet the objectives.
The audience can be analyzed in terms of:
- General characteristics.
- Specific entry competencies- knowledge,skills, and attitudes about the topic.
- Learning style
General chacteristics 
  - characteristics of  the learners depend on:   -reading skills, ethnic or cultural subgroup, learner’s apathy, social background and etc.
  - view the class as a whole. This includes information as the number of students, age, gender, socioeconomic factors, etc.
 Specific entry competencies.
    -the types of knowledge expected of the learners.
    -At the beginning, you have to assume that the learners lack the knowledge and skills
    -But they possess the knowledge or skills needed to learn and understand from the lesson.
Learning style
   -the learning stylistic preferences of the individual members of the class.
   -the teacher will want to find the learners perceptual preferences and strengths. The main choices are auditory, visual, and kinesthetic.
   -eg: Slower learners tend to prefer kinesthetic experiences. 
   - The next step is to state the objectives as specifically as possible.
   -The objectives may be derived from a needs assessment or a course syllabus, stated in a text­book, taken from a curriculum guide, or developed by the            instructor.
   - Focus on the learner, not the teacher.
    -Use behaviours that reflect real world concerns.
Objectives are descriptions of the learning outcomes and are written using the ABCD format.
1.A well-stated objective starts by naming the Audience of learners for whom the objective is intended.
2.It then specifies the Behavior or capability to be learned.
3. The Conditions under which the capability would be observed.
4. Specifies the Degree to which the new skill must be mastered—the standard by which the capability can be judged
 
Audience
- Focus on what the learner is doing, not on what the teacher is doing.
- Learning is most likely to take place when the learner is active— mentally processing an idea or physically practicing a skill.
- Not what the teacher does, the objective begins by stat­ing whose capability is going to be changed.
 
Behaviour
- The heart of the objective is the verb describing the new capability that the audience will have after instruction.
-This verb is most likely to communicate your intent clearly if it is stated as an observable behavior.
 
Condition
- A statement of objectives should include the conditions under which perfor­mance is to be observed, if such conditions are relevant.
 
Degree
- The final requirement of a well-stated objective is to indicate the standard by which acceptable performance will be judged
- Includes: What degree of accuracy or proficiency must the learner display? Whether the criteria are stated in qualitative or quantita­tive terms
 
 Select methods, media and materials.
 
- Decide on appropriate method.
- Choose suitable format.
- Select available materials.
- Modify existing materials.
- Design new materials.
 
Utilize media and materials
 
1.Preview the material- Never use anything in class you haven’t thoroughly checked out.
2.Prepare the material- Make sure you have everything you need and that it all works.
3.Prepare the environment- Set up the classroom so that whatever you’re doing will work in the space you have.
4.Prepare the learners- Give the students an overview, explain how they can take this information and use it and how they will be evaluated up front.
5.Provide the learning experience- Teaching is simply high theatre. Showmanship is part of the facilitators job. Teaching and learning should be an experience not an order.
 
Require learner participation
 
- Students must be actively involved in the lesson.
Eg: games, group work, presentation, etc.
- The activities should provide opportunities to manipulate the information and allow time for practice during the demonstration of the skill.
 
Evaluate and revise
 
- Evaluate student performance.
- Evaluate media components.
- Evaluate teacher performance.
- Revise whenever there are inconsistency
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