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The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) is an interactive process used by instructional designers to carefully consider all of the elements leading to the best result.

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An instructional designer applies this systematic methodology (rooted in instructional theories and models) to design and develop content, experiences, and other solutions to support the acquisition of new knowledge or skills. Instructional designers ought to begin by conducting a needs assessment to determine the needs of the learning event, including: what the learner should know and be able to do as a result of the training or learning solution, and what the learners already know and can do.

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The ASSURE model is an instructional system or guideline that teachers can use to develop lesson plans which integrate the use of technology and media (Smaldino, Lowther & Russell, 2008).

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The ASSURE Model has six steps, each represented by a letter in the acronym title, with each step describing a set of task central to the informed selection and use of educational technology. The ASSURE acronym stands for these important components:

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- The Dick and Carey Model is an instructional systems design (ISD) model taking a systems approach and based on the research of Walter Dick of Florida State University and Lou and James Carey of the University of South Florida.
- The Dick and Carey instructional design model (also known as the Systems Approach Model) focus on how to make the lesson plans.
- Despite the seemingly complicated diagrams that pop up when searching for an image (see below), the steps are often only connected as far as what they do to help you figure out what to teach and how to teach it.
- All ten steps are connected, and some influence others indirectly while they may influence others directly.

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1 – Identify instructional goals
2 – Conduct instructional analysis
3 – Identify entry behaviors
4 – Write performance objectives
5 – Develop criterion tests
6 – Develop instruction strategy

7 – Develop and select instructional materials

8 – Develop and conduct formative evaluation

9 – Develop and conduct summative evaluation

10 – Ongoing Revision

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(1) learning tasks.

-They serve to activate and control learning processes in order to facilitate successful learning.

(2) supportive information.

-Information to verify the determination for which such documentation and information is requested.

(3) procedural information.

-Information that is prerequisite to the learning and performance of routine aspects of learning tasks and provide specification on how to perform those routine aspects.

(4) part-task practice.

-Additional exercises for routine aspects of learning tasks and only necessary if the the learning tasks do not provide enough repetition to reach the required high level of automaticity.

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Alissa, Faris, Fatini

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Gaining the attention of the students

Ensure the learners are ready to learn and participate in activities by presenting a stimulus to capture their attention.

Informing the learner of the objective

Inform students of the objectives or outcomes for the course and individual lessons to help them understand what they are expected to learn and do. Provide objectives before instruction begins.

Stimulating recall of prior learning

Help students make sense of new information by relating it to something they already know or something they have already experienced

Presenting the content

Use strategies to present and cue lesson content to provide more effective instruction. Organize and group content in meaningful ways, and provide explanations after demonstrations.

Providing learning guidance

Advise students of strategies to aid them in learning content and of resources available. In other words, help students learn how to learn.

Eliciting the performance

Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct understanding of course concepts.

Providing feedback

Provide timely feedback of students’ performance to assess and facilitate learning and to allow students to identify gaps in understanding before it is too late.

Assessing the performance

Test whether the expected learning outcomes have been achieved on previously stated course objectives.

Enhancing retention and transfer

Help learners retain more information by providing them opportunities to connect course concepts to potential real-world applications.

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Instructional designers are then responsible for creating the course design and developing all instructional materials, including presentation materials, participant guides, handouts, and job aids or other materials. Instructional designers are commonly also responsible for evaluating training, including assessing what was learned and whether the learning solution led to measurable behavior change.

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Instructional designers are then responsible for creating the course design and developing all instructional materials, including presentation materials, participant guides, handouts, and job aids or other materials. Instructional designers are commonly also responsible for evaluating training, including assessing what was learned and whether the learning solution led to measurable behavior change.

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STEPS
1.  Analyzing Learners
it is essential to first think about your students and their general characteristics, academic levels, skills, and styles.

2. Stating objective you are going to teach.
What do you want your students to know by the end of the lesson? Looking ahead at your learning outcomes is very important.

3. Selecting, modify and design instructional methods, media, strategies,   and materials.
It’s important to choose methods and materials that will appropriately meet the state objectives that you are teaching. This requires a lot of planning and preparation on the teacher’s part. Materials also need to be bought or borrowed ahead of time, which requires preparation.

4. Utilizing these media, technology and materials.
it is very important to preview or use media and materials before your lesson, especially when using technology (smartboard, document camera, streaming video), to make sure everything works appropriately.

5. Requiring learners participation
Requiring that students be actively involved in the lesson will not only engage students, but will help them retain what they are learning. Some ways to do this are to incorporate cooperative learning structures, questioning, having discussions, or creating fun, hands-on activities.

6. Evaluating and revising.
while this step is often skipped over, it is actually the most vital piece. “Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done” (“The ASSURE Model, Heinich, Molenda, Russell, Smaldino, 1999”). Re-teaching is not a negative thing; it’s actually the mark of a great teacher that recognizes when the students did not meet their learning outcome and are committed to ensuring their students’ success.

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The ASSURE model is a fantastic way to plan effective, media-rich lessons. ASSURE is based on Robert Gagne’s “Events of Instruction.” The model is Constructivism-based; in other words, it is a framework that assumes passive learners will not learn at their best; learners must be actively participating in their own learning, interacting with their environment and peers. ASSURE also recognizes the different learning styles of all students.

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In conclusion, the ASSURE process is really just a matter of common sense. However, it is good to follow a regimented guide to improve our teaching technique. Any effective teacher knows that the perfection of their technique does not come overnight, and there is always room for improvement. By following the ASSURE process, it will be sure to improve our teaching for many years to come.