An Example of an ASSURE Lesson PlanRonald Vair

April 24, 2011

ASSURE Lesson Plan

Abstract

Everyday teachers receive advertisements for new educational sites that their creators would like incorporated into their lesson plan. The promise is that the site or program will meet the educational needs of the students and make the teacher’s life less complicated. Many of these sites are well made and very attractive. Some of the sites may be interactive and animated but none of these bells and whistles ensures that the site is student appropriate or has a positive impact on student learning. The ASSURE model of lesson planning allows teachers to ensure that the technology that they are using aligns with the National Educational Technology Standards for students (NETS-S) as well as any state or local standard. The following paper is a working example of how the ASSURE model can be applied. The lesson being used is a piece of a much larger project. This day is the portion in which the student will gather recent information on recent economic and or political issues within the country that they have been assigned.

ASSURE Lesson Plan

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Escuela Inteneracional Sampedrana (EIS) uses Understanding by Design (UbD), or

backwards design by Wiggins and McTighe (2005) as the framework for designing units of study

at all levels. The ASSURE model of lesson planning as seen in Smaldino, Lowther, and Russell’s

(2009) Instructional Technology and Media for Learning is a 6 step process designed to assure

an appropriate learning environment and effective use of media in instruction. For some using

the ASSURE model for lesson planning may seem to impede the use of UbD but in actuality the

ASSURE model easily dove tails into and supports the UbD framework.

The lesson plan being used as an example of ASSURE is a part of a much larger project

for an Advanced Placement (AP) macro-economics class. The 3 part project sees the students

researching a country’s basic history and current economic trends, researching 5 magazine or

newspaper articles outlining economic and or political issues, and finally creating a class

presentation using monetary or fiscal policy resolving 1 of the identified issues.

When using the 25 cell Technology Integration Matrix (TIM) the entire project is at the

D5 cell. The 5 columns of the matrix address the level of technology of the lesson. The level

technology progressively increases as the lessons move from left to right. The 5 levels of

technology used in the matrix are, (a) entry, (b) adoption, (c) adaption, (d) infusion, and (e)

transformation. The 5 rows of the matrix describe the characteristics of the learning environment.

Moving down the matrix the environment changes from, (a) active, (b) collaborative, (c)

constructive, (d) authentic, and (e) goal directed (Appendix 1). The further down and to the right

a lesson fits on the matrix the more integrated and goal directed the lesson is.

The lesson plan being used for this paper is a lesson that allows the students to begin their

article search using a database; it is at A2 on the TIM. Additionally, the project fulfills

Knowledge and Skills standards 2(B), 4(A), 4(B), and 4(C) for the course (Appendix 2).

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Additionally the project meets a number of National Educational Technology Standards (NETS)

for students. These NETS standards were not a part of the original standards for the course but

were added in 2008 when the high school examined its curriculum for places to input technology

standards. The project meets NETS standards 1(B), 1(C), 1(D), 2(A), 2(B), 3(B), 3(C), 3(D),

4(A), 4(B), 4(C), and 6(B) (Appendix 3).

ASSURE Model Instructional Plan11th/12th Grade Elective CourseAP Macro-EconomicsResearching News Articles

Analyze Learners

General CharacteristicsThe class consists of 6, 12th grade students and 21, 11th grade students. The students are of mixed academic abilities but the majority of the students are either on the honors or high honors lists. All of the students are on a college preparatory track and the class’ average grade point average (GPA) is 89.6.Entry CharacteristicsAll of the students have all achieved Micro-Soft certification in word processing and would all be considered computer literate. Learning StylesThis lesson will use methods that appeal to verbal/linguistic styles and visual learners using a combination of presentation, and individual work. Students are allowed to listen to music on headsets from their personal MP3 players. This will appeal to students who are musical/rhythmic learners.State Objectives

At the end of this lesson students will be able to: Log onto EBSCO Create limits that will aid in performing a successful search Search and retrieve magazine and newspaper articles Use Microsoft-Word to paraphrase the selected issues and articles Create a bibliography using APA format Attach paper and send an e-mail to the teacher

EIS Macro Economics Knowledge and Skills Standard 2- The student will demonstrate understanding of the research methods and/or technologies used in a selected profession or

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discipline. The student is expected to: (B) simulate the methods and/or technologies used in the research process particular to the selected field or discipline; and

NETS-S 2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Standard 3- Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:a. identify and define authentic problems and significant questions for investigation

Select Media, Materials, and Methods

MethodsThe teacher will begin the lesson with a brief presentation and overview explaining the objectives of the class and demonstrating how to sign into EBSCO, the selection of databases, and the use of search limits to perform a search.

MediaThe teacher will use the LCD projector, screen and in-class computer to review the lesson plan and objectives for the day. Additionally, the teacher will demonstrate the research techniques needed to use EBSCO. A traditional question and answer session will take place to ensure that the students are clear on the objectives for the day and the skills need to successfully fulfill them. Materials

Teacher computer Student laptops LCD projector and screen Student headphones Wireless internet network

Utilize Media, Materials, and Methods

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Preview the MaterialsThe teacher will be able to perform an EBSCO search using limits. Additionally the teacher needs to be able to trouble-shoot any problems a student might have in performing their searches. Prepare the MaterialsThe teacher needs to ensure that the wireless network is functioning and that students have their user codes activated. Additionally, the teacher needs to check that the LCD projector is working.

Prepare the EnvironmentThe classroom needs to be inspected to ensure that it has adequate lighting that will allow students to easily see their monitors, as well as that all other normal functions are operating. Additionally, the wireless network needs to be checked to ensure that the internet is up and functioning. If there are any issues there should be a secondary location arranged, or the class will move to one of the computer labs, where there is a wired network.

Prepare the LearnerThe students will have been informed the classes prior to the research to that they need to bring their laptops for that day. Reminder e-mails will be sent and the lesson plan will be posted on the internal school course web-page. During the instructor presentation of how to perform a search the students will be prompted for questions and teacher generated questions will be answered on points that are more complicated and have historically given students issues; specifically when setting limits and framing search questions and phrases.

Require Learner Participation

Initial Activities

After presentation by the teacher and each of the student’s questions are answered, the students will begin by signing into the school’s EBSCO account and review the various databases available for them to search. The students will then work on their own searching the databases for appropriate newspaper and magazine articles. The student will then need to download and send their articles to themselves to continue to work. Before the end of the class the students will create a brief word document to be e-mailed with the name and links to the article as well as their initial ideas about why the 5 article fits the project guidelines, to the teacher.Evaluate & Revise

The lesson will close with the teacher giving a brief review of what the students need to do before the class ends. All students will send the e-mails of their work completed in the class to the teacher.To improve the class an evaluation of the period will be e-mailed to ensure that the students have acquired the skills need to conduct searches using EBSCO when they are at home. The questions

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will be:•Was the demonstration on how to perform a search using a database informative?•Are you able to sign into EBSCO?•Are you able to set limits and create searches using keywords and or phrases?•Was there a sufficient amount of time conduct thorough searches?•How do you think the instructor could improve this lesson?•Did the instructor seem knowledgeable and prepared when presenting today’s lesson?•What could the instructor have done to make today’s more helpful to students?

Students will be evaluated using this rubric:1 2 3 4

The student was not able to conduct searches nor e-mail a summary of their work to the teacher

The student was able to conduct searches but was not able to e-mail a summary of their work to the teacher

The student was able to conduct searches and was able to e-mail a summary of their work to the teacher but the summary consisted of less than the 5 articles

The student was able to conduct searches and was able to e-mail a summary of their work to the teacher that consisted of 5 articles

References

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Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning (9th Ed.). Upper Saddle River, NJ: Prentice Hall.

Wiggins, G. & McTighe, J.(2005). Understanding by Design, Expanded 2nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development.

Technology Integration Matrix. (2007). Retrieved February 27, 2011, from http://fcit.usf.edu/matrix/

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Appendix 1

Technology Integration Matrix

The overall position is shading in yellow at D 5 and the portion described in the lesson plan is at A2 and is shaded in green.

Levels of Technology Integration into the Curriculum

TechnologyIntegration Matrix

1

EntryThe teacher uses technology to deliver curriculum content to students.

2

AdoptionThe teacher directs students in the conventional use of tool-based software. If such software is available, this level is the recommended.

3

Adaptation The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its use to accomplish the task at hand.

4

Infusion The teacher creates a learning environment that infuses the power of technology tools throughout the day across subject areas.

5

Transformation The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.

AActiveA 2- Current CellA 4- Goal CellStudents are actively engaged in using technology as a tool rather than passively receiving information from the technology.

Indicator: Students use technology for drill and practice and computer based training.

 1-1 access shared access

Current CellIndicator: Students begin to utilize technology tools to create products, for example using a word processor to create a report.

 1-1 access shared access

Indicator: Students have opportunities to select and modify technology tools to accomplish specific purposes, for example using colored cells on a spreadsheet to plan a garden.

 1-1 access shared access

 

Goal CellIndicator: Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand.

 1-1 access shared access

Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.

 1-1 access shared access

B

CollaborativeStudents use technology tools to collaborate with others rather than working individually at all times.

Indicator: Students primarily work alone when using technology.

 1-1 access shared access

Indicator: Students have opportunities to utilize collaborative tools, such as email, in conventional ways.

 1-1 access shared access

Indicator: Students have opportunities to select and modify technology tools to facilitate collaborative work.

 1-1 access  shared access

   

Indicator: Throughout the day and across subject areas, stud ents utilize technology tools to facilitate collaborative learning.

 1-1 access  sharedaccess

Indicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.

 1-1 access shared access

 

C

ConstructiveStudents use technology tools to build understanding rather than simply receive information.

Indicator: Technology is used to deliver information to students.

 1-1 access Shared access

.

Indicator Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and construct meaning.

 1-1 access Shared access

 

Indicator: Students have opportunities to select and modify technology tools to assist them in the construction of understanding.

 1-1 access Shared access

Indicator: Students utilize technology to make connections and construct understanding across disciplines and throughout the day.

 1-1 access Shared access

 

Indicator: Students use technology to construct, share, and publish knowledge to a worldwide audience.

 1-1 access Shared access

 

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D

AuthenticStudents use technology tools to solve real-world problems meaningul to them rather than working on artificial assignments.

Indicator: Students use technology to complete assigned activities that are generally unrelated to real-world problems.

 1-1 access Shared access

Indicator: Students have opportunities to apply technology tools to some content-specific activities that are based on real-world problems.

 1-1 access Shared access

Indicator: Students have opportunities to select and modify technology tools to solve problems based on real-world issues.

 1-1 access Shared access

 

Indicator: Students select appropriate technology tools to complete authentic tasks across disciplines.

 1-1 access Shared access

Indicator: By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community.

 1-1 access Shared access

E

Goal DirectedStudents use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.

Indicator: Students receive directions, guidance, and feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress, or self-evaluate.

 1-1 access Shared access

Indicator: From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity.

 1-1 access Shared access

 

Indicator: Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific activities.

 1-1 access Shared access

Indicator: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.

 1-1 access Shared access

 

Indicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.

 1-1 access Shared access

 

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Appendix 2

Macro- Economics (One Credit).Macro-Economics is an elective course; students conduct in-depth research, prepare a product of professional quality, and present their findings to appropriate audiences. Students, working independently or in collaboration with a mentor, investigate a problem, issue, or concern; research the topic using a variety of technologies; and present a product of professional quality to an appropriate audience.(c) Knowledge and skills.(1) The student will investigate, independently or collaboratively, a problem, issue, or concern within a selected profession or discipline. The student is expected to:(A) analyze the relationship between his or her interests and career/discipline;(B) review literature from varied sources from the selected career or discipline;(C) identify a problem, issue, or concern;(D) survey and/or interview professionals to determine the appropriateness of a project; and(E) develop a proposal that includes well-defined questions, goals and objectives, rationale, and procedures for the project.

(2) The student will demonstrate understanding of the research methods and/or technologies used in a selected profession or discipline. The student is expected to:(A) develop an understanding of the requirements and practices of the profession in the selected career or discipline through observation;(B) simulate the methods and/or technologies used in the research process particular to the selected field or discipline; and(C) review and revise the original proposal to reflect changes needed based upon preliminary research and practices.

(3) The student will develop products that meet standards recognized by the selected profession or discipline. The student is expected to:(A) collaborate with the appropriate professionals to define the product;(B) develop a plan for product completion;(C) develop assessment criteria for successful completion of the project;(D) establish the appropriateness of the product for the intended audience;(E) implement the plan for product completion; and(F) maintain a journal to document all phases of the implementation of the plan and reflections on learning experiences and processes.

(4) The student will demonstrate an understanding of the selected problem, issue, or concern by explaining or justifying findings to an appropriate audience for public comment or professional response. The student is expected to:(A) review and revise the plan to present the findings;(B) make arrangements for the presentation of findings to an appropriate audience;(C) present findings, simulating the skills used by professionals;(D) consider feedback received from the audience;(E) reflect on the study and its potential for impact on the field; and(F) reflect on personal learning experiences of the study.

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Appendix 3

National Educational Technology Standards (NETS•S) and Performance Indicators for Students

1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:a. apply existing knowledge to generate new ideas, products, or processes.b. create original works as a means of personal or group expression.c. use models and simulations to explore complex systems and issues.d. identify trends and forecast possibilities.

2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.c. develop cultural understanding and global awareness by engaging with learners of other cultures.d. contribute to project teams to produce original works or solve problems.

3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:a. identify and define authentic problems and significant questions for investigation.b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed decisions.d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

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a. advocate and practice safe, legal, and responsible use of information and technology.b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c. demonstrate personal responsibility for lifelong learning.d. exhibit leadership for digital citizenship.

6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students:a. understand and use technology systems.b. select and use applications effectively and productively.c. troubleshoot systems and applications.d. transfer current knowledge to learning of new technologies.

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Appendix A

Technology Integration Matrix

Levels of Technology Integration into the Curriculum

A

ActiveStudents are actively engaged in using technology as a tool rather than passively receiving information from the technology.

Indicator: Students use technology for drill and practice and computer based training.

 1-1 access shared access

Current CellIndicator: Students begin to utilize technology tools to create products, for example using a word processor to create a report.

 1-1 access shared access

Indicator: Students have opportunities to select and modify technology tools to accomplish specific purposes, for example using colored cells on a spreadsheet to plan a garden.

 1-1 access shared access

 

Goal CellIndicator: Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand.

 1-1 access shared access

Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.

 1-1 access shared access

B

CollaborativeStudents use technology tools to collaborate with others rather than working individually at all times.

Indicator: Students primarily work alone when using technology.

 1-1 access shared access

Indicator: Students have opportunities to utilize collaborative tools, such as email, in conventional ways.

 1-1 access shared access

Indicator: Students have opportunities to select and modify technology tools to facilitate collaborative work.

 1-1 access  shared access

   

Indicator: Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning.

 1-1 access  sharedaccess

Indicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.

 1-1 access shared access

 

C

ConstructiveStudents use technology tools to build understanding rather than simply receive information.

Indicator: Technology is used to deliver information to students.

 1-1 access

Indicator Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and construct meaning.

 1-1 access

Indicator: Students have opportunities to select and modify technology tools to assist them in the construction of understanding.

 1-1 access

Indicator: Students utilize technology to make connections and construct understanding across disciplines and throughout the day.

 1-1 access

Indicator: Students use technology to construct, share, and publish knowledge to a worldwide audience.

 1-1 access

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 Shared access .

 Shared access  

 Shared access  Shared access  

 Shared access  

D

AuthenticStudents use technology tools to solve real-world problems meaningul to them rather than working on artificial assignments.

Indicator: Students use technology to complete assigned activities that are generally unrelated to real-world problems.

 1-1 access Shared access

Indicator: Students have opportunities to apply technology tools to some content-specific activities that are based on real-world problems.

 1-1 access Shared access

Indicator: Students have opportunities to select and modify technology tools to solve problems based on real-world issues.

 1-1 access Shared access

 

Indicator: Students select appropriate technology tools to complete authentic tasks across disciplines.

 1-1 access Shared access

Indicator: By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community.

 1-1 access Shared access

E

Goal DirectedStudents use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.

Indicator: Students receive directions, guidance, and feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress, or self-evaluate.

 1-1 access Shared access

Indicator: From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity.

 1-1 access Shared access

 

Indicator: Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific activities.

 1-1 access Shared access

Indicator: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.

 1-1 access Shared access

 

Indicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.

 1-1 access Shared access

 

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Appendix B

National Technology Education Standards

____ 1A.1. operating system procedures ____ 1A.2. routine hardware and software problems____ 1A.3. content-specific tools ____ 1A.4. productivity tools ____ 1A.5. multimedia tools ____ 1A.6. interactive communication tools ____ 1A.7. curriculum-based

presentations/publications ____ 1A.8. curriculum-based collaborations ____ 1A.9. appropriate technology selected ____ 2A.1. developmentally appropriate learning

activities ____ 2A.2. technology-enhanced instructional

strategies ____ 3A.1. learning experiences address content

standards ____ 3A.2. learning experiences address student

technology standards ____ 3B.1. technology supports learner-centered

strategies ____ 3C.1. technology applied to develop students'

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____ 3C.2. teacher applies technology to develop students' creativity

____ 3D.1. class management facilitates engagement with technology

____ 3D.2. technology integrated as a teacher tool ____ 3D.3. technology integrated as a student tool ____ 3D.4. student grouping varied as needed to

facilitate learning ____ 4A.1. student learning of subject matter

assessed with technology ____ 4A.2. teacher assesses student technology skills ____ 4A.3. teacher employs a variety of assessment

strategies ____ 6A.1. teacher models legal and ethical

technology practices ____ 6A.2. teacher explicitly teaches legal and

ethical technology practices ____ 6B.1. diverse learners enabled and empowered. ____ 6D.1. safe and healthy use of technology

promoted ____ 6E.1. equitable access to technology for all

students.