1. 0.

Based on ASSURE model, explain how you plan a teaching session on a topic for a
chosen subject, involving the use of appropriate instructional media.
According to Luca Botturi in his Instructional Design and Learning Technology Standards: an
overview, the ASSURE model is an enriched evolution of the ADDIE general model. The
peculiar feature of this model is that it is focused on planning and conducting instruction that
incorporates media (Heinich, Molenda & Russel 1993, p.31) whereby its main perspective is on
how to integrate any kind of media into instruction in a proper and effective way in terms of
learning outcomes. The six letters in the name of the ASSURE model itself represents six
stages of the model which is to analyse the learners, state the objectives, select media and
materials, utilise media and materials, require learner participation and evaluate and revise. In
this section, I will be applying the ASSURE model in a primary Year 2 ESL classroom Language
Arts lesson.
1.1 Analyse learners.
Prior to planning my lesson, I need to identify three things namely, common attributes, distinct
entry capacities and pupils learning styles. The common attributes refer to the collective
features such as the number of pupils, proficiency level, age, the cultural background of the
pupils, the suitability of content and their shared interest in the lesson that is to be presented.
These attributes are important for the teacher to choose the materials to be introduced during
the presentation stage and the activities to be conducted throughout the lesson. Next, consider
the distinct entry capacities whereby the prior knowledge of pupils is referred upon. There are
seven types of learning styles which are visual, aural, verbal, physical, logical, social and
solitary. The identification of pupils learning styles would be vital for teachers to attract pupils
attention and reinforce the lesson taught.
In relation to the description above, my 30 pupils in Year 2 Pintar are of intermediate proficiency
level and they live in the urban area. Their cultural background is similar whereby the mode of
communication at home is via their mother tongue with very few English words involved from
time to time. Living in the urban area, my pupils have very slim chances of seeing animals that
is to be taught in the lesson to come in their daily lives. However, most of the pupils do have
pets and they tend to share stories about their pets during their break time. Pupils have prior
knowledge regarding animals that they have seen in television, in the zoo, at their grandparents
village and their pets. I noticed that my pupils learning styles are more inclined towards visual
style. Through my lesson, I want to encourage them to explore other learning styles.
1.2 State objectives
According to Dick and Carey, a performance objective is a detailed description of what students
will be able to do when they complete a unit of instruction. It is also referred to as a behavioural
objective or an instructional objective. Robert Mager, in his book Preparing Instructional
Objectives, describes an objective as "a collection of words and/or pictures and diagrams
intended to let others know what you intend for your students to achieve" (pg. 3). An objective
does not describe what the instructor will be doing, but instead the skills, knowledge, and
attitudes that the instructor will be attempting to produce in learners. This is a very important
distinction. Mager emphasizes the need for clear, precise statements of what students should
be able to do when they complete their instruction. He believes that this should be done before
any development work is started. As for the second stage in the ASSURE model, there is a sub-
model to be obeyed for behavioural objectives which is ABCD which stands for audience,
behaviour, condition, and degree. The audience will be the pupils who will be attending the
lesson. The behaviour stated in the objective should be specific and measurable. The condition
component of an objective is a description of the circumstances under which the performance
will be carried out. It also includes a description of what will be available to learners when they
perform the desired behaviour. The degree refers to the specific level of accuracy or proficiency
that pupils should display in order to proceed to the next lesson.
In this case, the audience that I should address will be my year 2 Pintar pupils. The behaviour of
the pupils in the objective will be verbs such as to fill in, assemble, identify, substitute and
perform with guidance. The condition my pupils will be evaluated in will be via tools such as
completing worksheet, picture puzzle and performing action song. The degree will be
measured via their proficiency level by specific number of questions answered correctly, correct
assembly of picture puzzle and so on. A few examples of behavioural objectives complying to
the ABCD sub-model in an hour lesson will be as follows:
By the end of this lesson, pupils should be able to :
(a) Able to fill in the twelve blanks correctly in the worksheet given.
The first objective is for my pupils to explore their logical learning style as they get to see
the animals and write the names down using their logic.
(b) Able to assemble the picture puzzle correctly and identify the animals upon assembling.
The second objective is for my pupils to explore their physical and social learning style
as they assemble the pictures physically (physical) and interact (social) with their group
members as they assemble the picture puzzles.
(c) Able to identify and substitute the animals from the picture puzzle in the strips of the
lyrics given.
The third objective is for the pupils to explore their visual and physical learning style as
they observe (visual) the picture puzzle they have put together and substitute (physical)
the name of the animals in the blanks in the strips of lyrics.
(d) Able to perform the action song with guidance from the improvised lyrics.
The last objective is for my pupils to develop their verbal, social and physical learning
styles as they perform the action song verbally (verbal) accompanied by actions
(physical) with their peers (social).
The number of objectives should be achievable as well. I cannot put in too many objectives
because my pupils are Year 2 pupils and they tend to have short attention span.
1.3 Select methods, media and materials
According to Luca Botturi in his Instructional Design and Learning Technology Standards: an
overview, methods include the type of activities that can be done. For instance, it can be group
discussions, a field trip, a lab experiment or a group work. Media refers to the delivery method
or media that is use namely, face-to-face, video or internet-based interaction. Materials indicate
the objects used as learning support such as books, worksheets or pictures. The selection
process has three steps. Firstly is to determine the appropriate method for the learning task.
The next step is to pick a media format to carry out the method. The final step is to select,
modify or design specific materials within the media format to aid in the task accomplishment.
For the first step, I chose for my pupils are individual work and group work method. For the next
step, I choose face-to-face interaction media. This is because its always effective to use this
method as I can monitor my pupils directly and provide guidance when necessary. The
materials that I picked to use with my pupils are worksheets, videos and picture puzzles. This is
because my pupils tend to get engaged with the lesson when I prepare hands-on activities for
them.
1.4 Utilise media and materials
In order to utilise the media and materials selected in the previous stage, the teacher needs to
comply with the PPPPP sub-acronym. The 5Ps stand for preview the materials, prepare the
materials, prepare the environment, prepare the learners and provide the learning experience.
During the first P which is to preview the materials, as the teacher, I should be able to
completely grasp the content Im about to present to my pupils in order to answer any questions
that my pupils throw to me and to give them the correct input regarding my topic. This is
important so that the presentation stage goes well. The second P whereby to prepare the
materials, I should prepare sufficient worksheets for all my pupils and be ready to use speakers
to amplify the audio from the video that I plan to project so that all my pupils can listen and
equally participate and understand my lesson. The third P refers to preparing the environment
in which my lesson will take place. I should make sure my pupils have enough space to work in.
Since they will be required to perform action songs, there should be sufficient space for them to
do their presentation and for them to work in groups to complete the puzzle. The fourth P is to
prepare the learners whereby I should prepare to provide my pupils with a set induction that is
relevant to the lesson for the hour to come so that they will roughly have a picture of what they
will be learning for the day. The last P is to provide the learning experience whereby I carry on
with the lesson for the day.
1.5 Require learner participation.
The effectiveness of a lesson is measure by the learners participation. Learners participation is
referred to the involvement of pupils during the lesson. A student-centered lesson requires
students participation. In my case, activities such as group work and individual work provide my
pupils with the opportunity to participate in the lesson as they interact with their peers to
complete the task of singing along, assembling the puzzle and practicing the action song during
the presentation practice and production stage. In fact, the purpose of the set induction is to
attract the pupils attention so that they look forward to giving their full attention and participation
in the lesson.
1.6 Evaluate and revise
The last stage of the ASSURE model is to evaluate and revise whereby the evaluation is done
throughout the process of learning for the hour via paper and pensel, oral test or even by
observing their behaviour. During this stage, pupils are assessed and observed if they manage
to reach the behavioural objective that I have stated in my lesson plan. In my case, I accessed
my pupils by checking the number of blanks they were able to fill in correctly in their worksheets,
the ability of assembling the pictures correctly, spelling the names of the substitute animals
correctly and their ability to perform the improvised version of the action song with correct
pronunciations and actions.



















2.0 Assume that video is the selected media, suggest how you can produce an effective
video and justify each suggestion.
According to Scanlan, instructional media encompasses all the materials and physical means
an instructor and teacher might use to implement instruction and facilitate learners achievement
and instructional objectives. This may include traditional materials such as chalkboards,
handouts, charts, slides, overheads, real objects, flash card and videotape or film, as well as
newer materials and methods such as computers, DVDs, CD_ROMs, the Internet, and
interactive video conferencing. There are 13 basic steps to produce an effective good quality
video.
I have come up with an effective video entitled, What animal am I? This video exposes my
pupils to the various types of animals and their sound. This video is suitable for my Year 2
pupils with intermediate proficiency level. The duration of the video is 3.10 minutes. Below are
the 13 steps I complied with to produce this short video.
2.1 Clarification of aim and target
For the first step, I need to identify the purpose of my video and my target audience. The year 2
pupils are my audience. The purpose of my video is to introduce different types of animals to my
pupils and the different sound they produce. I will play this video during the presentation stage
because my lesson will be about animals.
2.2 Collection of materials and research
I managed to gather the motion pictures of various animals and the sounds they make. I found a
few types of pictures for each animals and downloaded different sound clips of their sounds.
The various sound clips that I collected is off different level of rich qualities and a lot in terms of
quantities to be filtered at the next stage.
2.3 Selection of materials
Upon collection various pictures and sounds, I filtered through the materials. I looked through
each item that I have collected and compared them. Then, I picked out the best of them all. I
filtered through the pictures with the highest resolution. I picked out the sounds of the best
quality. I paid attention to clarity of the sound.

2.4 Scenario writing
Basically, this is where I prepared a framework for my video. I did a storyboard consisting of the
detailed arrangement of the animals and their sounds. I decided on the type of transitions that
took place between two separate animals and the duration of the animals being displayed and
the duration of the transition. This stage is crucial and should be done as soon as possible
because the video production cannot be done without this stage.
2.5 Preparation for video recording
I prepared a schedule to be adhered to in the process of preparing the video recording. I
planned to visit the nearby zoo to record the animals eating, walking and sleeping. I also had
back-up plans in case it rained or my battery drained out before I could finish shooting.
2.6 Artwork
As for the transitions and the additional graphic designs that I included in the video, I took the
CASPER principle of design as a guide. C stands for contrast, whereby space, colour, text and
positioning of elements matters. A stands for alignment whereby the letters making up the
names and pictures of animals should be attractively arranged and the alignment should be
symmetrical. The S refers to simplicity in which one animal is displayed at one time. The P
refers to proximity whereby the related elements should be presented in a group. For instance
the name and the picture and the recording of an elephant should be presented in a row. E
stands for emphasis in which the main focus is highlighted. Lastly, the R refers to repetition.
The consistency of graphic elements of the animals in display should be maintained.
2.7 Equipment and materials for experiment
I made sure my laptop has Windows Movie Maker installed. I also prepared a power bank in
case I run out of battery when I am doing the shooting. I also prepared a waterproof casing for
my video recorder in case it rains in the midst of shooting.
2.8 Video recording
Upon completing step 1 to 7, the video recording takes place at this stage. I did the video
recording and made two copies of everything as a back-up plan. I followed the schedule that I
prepared so that I do not have to rush during the editing stage.

2.9 Editing
After I did video recording, at the end of each day, I edited the video clips. This was to ensure
whether my recording was clear or if I needed to do another session on a particular animal. I
made up my mind on which part of my video recordings should be put into my video at the end.
2.10 Sound recording
I recorded the sounds made by each animals a few times. I downloaded the sound effects to be
put in between the transitions. I used the materials that I collected earlier as reference for the
clarity of the audio tracks.
2.11 Preview
I asked the favour from my friends to watch my video. The comments they gave were recorded
and from there, I improvised my video and further edited here and there.
2.12 Utilisation of programme
Finally, I presented the video to my target audience who were my pupils during the presentation
stage. I used it to introduce animals in the zoo. The video served as not just new knowledge to
pupils but also as entertainment because I found some of my pupils trying to imitate the sound
the animals made. This showed that the pupils were interested in watching the video.
2.13 Programme evaluation
The evaluation of my video was done when my pupils managed to complete the task given
during the practice and production. This proved that my video has been suitable and effective. It
also proved that this video can be used for other pupils with the same level of prociency to teach
other skills in an ESL classroom.





3.0 Reflection
First and foremost Id like to thank the Lord for bestowing upon me the grace to complete
this assignment on time. Id like to also thank my parents for providing me the materials and
moral support, Mr. Lee Siong Theam , our EDU 3053 lecturer for being the main guide for me to
complete this assignment according to the requirements and my friends for guiding me
whenever necessary.
This assignment was divided into two parts. First part is based on the ASSURE model. I
would say that the ASSURE model is a more suitable model to apply in the classroom when
planning a lesson involving technology compared to the ADDIE model. The six steps namely,
analyzing learners, stating objectives, selecting methods medias and materials, utilizing media
and materials, requiring learners participation, and evaluating and revising, involved in planning
a lesson based on the ASSURE model is a new experience to me. Although I have been trained
on planning lessons for my ESL classroom, I find that these six steps have provided me with a
detailed specifications that I am ought to pay attention to when planning a lesson involving
technology. I also find these steps applicable in lessons that do not involve technology. I just
have to substitute the media in step three and four with my teaching aids. Therefore, this model
in my opinion, serve multiple purposes.
The second part was to come up with an effective educational video. The experience of
coming up with a video based on the thirteen steps was a complete new experience for me. I
have made videos before however, this is the first time I came up with a video based on the
correct procedures. I have also realised that instructional design is vital in preparing a video as
a teaching aid in the classroom. The use of media in teaching design is important because it is
one of the tools that are very useful in teaching and learning process due to its ability to capture
pupils attention. In addition, pupils nowadays are more exposed to technology even as children.
This also provides me as a future teacher to lift up to their expectation of being a teacher who is
good with media. It is important for me to manipulate media in such a way because if I do not
manipulate them creatively, there are high chances for my pupils to get bored if they have
already very familiar with the media being used. This is where the role of instructional design
takes place.
The problems that I faced throughout the process of finishing this assignment are to
come up with an idea of creating an educational video that suited the level of my target pupils.
When editing the video, I faced disappointment at the beginning stage because my laptop shut
down a few times and my changes to the video I was preparing was not saved. I learnt a lesson
of saving every change I did to my video every 30 seconds.
To put it in a nutshell, being a trainee teacher, this assignment has given me enough
insight on the elements that I need to follow to implement a lesson using technology and coming
up with a video based on the proper steps to be put to use in my future classroom.










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