SYSTEMATIC PLANNING FOR
MEDIA USE
MEDIA SELECTION
• If we want to use media
effectively we must plan
systematically for their use
• ASSURE MODEL
• ASSURE MODEL – to assure
effective use of media
• ASSURE MODEL – focuses
on planning classroom use
of media
1) Analyze learners
- General characteristics
- Specific entry competencies
- Learning styles
a) General characteristics
- Demographic background
b) Specific entry competencies
- Pre-requisite knowledge or
skill to begin the lesson
- Formal (standardized test)
invest in learning
- Informal (in-class
questioning/ out-class
interview
c) Learning styles
- a cluster of psychological
traits that determine how
individual perceives,
interacts with, and
responds emotionally to
leaning environment
Learning styles categories:
1) Perceptual preferences and
strengths
- Auditory
- Visual
- Tactile
- Kinesthetic
2) Motivational factor
- Various emotional factors
may influence:
a) What we pay attention to
b) How long we pay attention
c) How much effort students
3) Physiological factors
- gender differences, health and
environmental condition
2) State objectives
- objectives will make us to select
appropriate methods and media
- it will lead us to create a learning
environment so that the
objectives can be reached
The ABCDs of Well-stated
Objectives
1) Audience
2) Behaviour – observable and
measurable behaviour
3) Conditions – under which
the performance to be
observed
4) Degree – the acceptable
performance will be judged-
 - quantitative : time and
accuracy
- qualitative : e.g. a sample
of answer
Classifications of objectives –
Blooms’
1) Cognitive domain – involves
an array of intellectual
capabilities
2) Affective domain – involves
feeling and values
(encouraging healthy social
attitudes, adopting a set of
ethical standards)
3) Psychomotor domain –
involves athletic, manual
and other physical skills
OBJECTIVES – are not intended to
limit what a student learns
OBJECTIVES – provide a minimum
level of expected achievement
Acknowledge individual
differences in stating the
objectives
3) Select Methods, media and
materials
3 steps:
1) Choosing a method
2) Choosing a media format
3) Obtaining specific
materials
1) Deciding on the
appropriate teaching
methods
– Lecture?? Simulation?
Discussion?? - we
will probably incorporate two
or more methods
2) Choosing a media format
- the physical form in which a
message is incorporated and
displayed
- Flip chart?? Slides??
Multimedia??
- Consider instructional setting
or
situation, learner variables,
nature of
the objectives
3) Obtaining specific
materials
a) Selecting available materials
- ‘off the shelf’: ready made and
available
- involving the Media Specialist
b) Selecting available materials
Criteria:
- does it match the curriculum?
- Is it accurate and current?
- does it contain clear and concise
language?
- will it arouse motivation and
maintain interest?
- is it of good technical quality is
there evidence of its
effectiveness?
c) Designing new materials
Consider:
- Equipment – to produce or
use the materials
- Facilities – available or
not??
- Time – do have a time to
design new materials??
4) Utilize Media and
Materials
Follow the 5 Ps:
1) Preview the materials
- to avoid embarrassment
- to avoid sensitive content
2) Prepare the materials
-determine in what sequence the
materials will be used
3) Prepare the environment
- location
- situation
4) Prepare the learners
Proper warm-up: - whether the students are
learned what supposed to be
-overview of the lesson, rationale learned?
of the lesson
- method of evaluation depending
5) Provide the learning experience on the nature of the objectives
- showmanship
- teacher centred or students 2) Evaluation of Media and
centred?? Methods
- were the instructional media and
method effective??
5) Require learner
participation -could they be improved?
- Active participation in the -through: class discussion,
learning process enhances learning interviews and observation of
- Participation may include: student behaviour
practicing new vocabulary, solving
math problems on a worksheet,
project paper
- Some media formats can attract
students to participate more than
others
6) Evaluate and revise
1) Evaluation of learner
achievement