ASSURE MODEL By starting with learner analysis, the

model supports inclusivity and

PROPONENTS
personalization.
 Developed by educational theorists  Active Engagement - The ASSURE
Robert Heinich and Michael Model encourages active
Molenda in 1999. participation from students through
 Emerged as a response to the interactive elements, which could
growing need for an instructional include discussions, hands-on
model that could integrate activities, group projects, or digital
technology and media in a tools that involve students directly.
meaningful way within educational This emphasis on engagement is
environments. based on the belief that active
 Heinich and Molenda saw the learning—rather than passive
potential to enhance student reception—leads to better
engagement and learning outcomes understanding and retention.
through structured, media-rich  Continuous Improvement - Built-in
instructional design. evaluation and revision steps prompt
 The model's name, "ASSURE," educators to assess the effectiveness
represents the six sequential steps of their lessons and refine them as
that guide educators through the needed. By reflecting on each
process of analyzing learners, setting lesson’s outcomes, educators can
objectives, selecting media, ensuring continuously enhance their
active learning, and evaluating instructional strategies, aligning with
effectiveness. best practices in educational design.

PURPOSE AND GOALS KEY FEATURES AND ADAPTABILITY

 Integration of Technology - Rather  Universally Applicable - It’s used in

than simply adding technology as an K-12, higher education, corporate
afterthought, the ASSURE Model training, and even informal learning
places it at the core of lesson design. environments.
It provides a framework for  Modular Steps - Each step in the
educators to thoughtfully select and model is modular, allowing
use technology to enhance learning, educators to tailor the approach
making it more relevant and based on the resources available, the
engaging. complexity of content, and students'
 Learner-Centered Approach - The unique needs.
model emphasizes understanding  Collaborative Focus - It encourages
students’ needs, backgrounds, and educators to view technology as a
preferences before planning the collaborative tool, where students
lesson. This approach recognizes that can actively create, share, and
each classroom is diverse and that discuss ideas.
effective teaching requires adapting
to learners’ specific requirements.
 is crucial for creating well-rounded and
effective lesson plans.
ASSURE MODEL COMPONENTS
ANALYZE LEARNERS
COGNITIVE DOMAIN
In this step, educators gather detailed
information about their learners. This The cognitive domain refers to mental skills
includes their prior knowledge, age, grade or knowledge-based learning. It involves the
level, learning preferences, motivations, acquisition of facts, concepts, and
cultural backgrounds, and access to intellectual skills, and is perhaps the most
technology. commonly assessed domain in education.
Purpose—This analysis enables educators to OBJECTIVES: COGNITIVE DOMAIN
design lessons that resonate with learners'
Remembering. The ability to recall facts,
abilities and interests, facilitating more
terms, basic concepts, or answers without
personalized and effective instruction.
necessarily understanding the meaning.
Example: Recall the definition of
STATE OBJECTIVES photosynthesis.
Educators establish clear learning Understanding. Grasping the meaning of the
objectives, outlining the knowledge and information. Students can explain ideas or
skills students should acquire by the end of concepts.
the lesson.
Example: Explain the process of
Purpose—Well-defined objectives give photosynthesis.
direction to the lesson, helping educators
Applying. Using learned material in new
select relevant content and activities.
and concrete situations.
Objectives should follow the SMART
criteria—Specific, Measurable, Attainable, Example: Solve math problems using
Relevant, and Time-bound. algebraic formulas.
LEARNING DOMAINS OBJECTIVES Analyzing. Breaking down information into
parts and understanding its structure and
The cognitive, affective, and psychomotor
relationships.
domains are key components of learning,
particularly in the context of educational Example: Identify the components of a
planning and curriculum development. business model
These domains address different aspects of
learning and skill development, and they Evaluating. Making judgments about the
were first introduced by Benjamin Bloom in value of ideas, solutions, or methods based
his Taxonomy of Educational Objectives. on criteria.

Each domain emphasizes different types of Example: Assess the validity of a scientific
learning outcomes, and understanding them argument.
Creating. Putting together parts or elements Example: Engage in a group discussion
to form a new whole. This involves the about climate change.
highest level of cognitive thinking.
Valuing. Attaching value or worth to
Example: Design a research project on something, such as ideas, objects, or
environmental sustainability. behaviors.
IMPORTANCE: COGNITIVE DOMAIN
Cognitive objectives help students build Example: Appreciate the importance of
knowledge and understanding, which serve teamwork in problem-solving.
as the foundation for higher-order thinking.
Organizing. Integrating new values with
The cognitive domain encourages analytical existing ones and making decisions based on
thinking, problem-solving, and the ability to them.
make connections between concepts.
Example: Organize a community service
These objectives allow teachers to assess project based on personal beliefs in helping
students’ intellectual abilities and determine others.
whether they can recall, understand, apply,
Characterizing. The highest level of
analyze, evaluate, or create knowledge
affective domain, where a person’s values or
effectively.
beliefs become consistent and influential in
guiding behavior and decisions.
AFFECTIVE DOMAIN Example: Demonstrating leadership
qualities by encouraging peers to contribute
The affective domain focuses on the
to environmental sustainability.
development of emotions, attitudes, values,
and feelings. It involves how students react
emotionally to things like attitudes, feelings,
IMPORTANCE: AFFECTIVE DOMAIN
and motivations.
Affective objectives help students form and
OBJECTIVES: AFFECTIVE DOMAIN
strengthen their personal values, attitudes,
Receiving. Being aware of and willing to and ethical behaviors.
receive information. This represents the
Engaging students emotionally can lead to
lowest level of the affective domain, where
more meaningful learning experiences and
students are open to new experiences or
greater interest in the subject matter.
ideas.
Example: Listen attentively during a lecture
on social issues. It fosters skills in managing emotions,
working collaboratively, and responding to
Responding. Actively participating or
challenges, which are essential for personal
reacting to stimuli, showing some form of
and professional growth.
engagement.
It helps in shaping responsible citizens by
influencing their attitudes toward societal
issues, community participation and global Adaptation. Making adjustments and
awareness. modifying skills to meet new demands or
conditions
Example: Adjust the technique used for
PSYCHOMOTOR DOMAIN
drawing depending on the material (e.g.,
The psychomotor domain is concerned with charcoal vs. watercolor).
physical skills and the development of hand-
Origination. Creating new movement
eye coordination, movement, and motor
patterns to fit a particular situation or
skills. This domain focuses on the ability to
problem.
perform physical tasks.
Example: Develop a new choreography for a
OBJECTIVES: PSYCHOMOTOR
dance performance.
DOMAIN
IMPORTANCE: PYSCHOMOTOR
Perception. The ability to use sensory cues
DOMAIN
to guide motor activity.
It is essential for tasks that require physical
Example: Identify different colors of light
coordination and fine motor skills, such as in
and use them in a painting project
arts, sports, and vocational training.
Set. Readiness to act, which involves mental
Students learn more effectively when they
and physical preparation to perform a skill
can physically engage in tasks, applying
Example: Prepare a workspace before what they've learned in theory to real-world
starting a hands-on activity. applications.

Guided Response. Performing a skill under These objectives are important for
guidance or instruction, such as following developing motor skills that are fundamental
step-by-step instructions. for various professions, including
healthcare, engineering, and the arts.
Example: Follow a recipe to bake a cake
with step-by-step guidance. LEARNING DOMAINS KEYWORDS
Mechanism. Proficiency in performing a KEYWORDS: COGNITIVE DOMAIN
skill with a level of competence.
Remembering: Recall, list, recognize, name,
Example: Drive a vehicle with consistent define, identify, retrieve, recite
skill and control.
Understanding: Explain, describe, interpret,
Complex Overt Response. The ability to summarize, classify, compare, illustrate,
perform complex tasks with proficiency and paraphrase, discuss
little guidance.
Applying: Use, demonstrate, solve,
Example: Conduct a science experiment implement, perform, apply, execute,
independently and record the results calculate, practice
Analyzing: Analyze, differentiate, contrast, Mechanism: Perform, complete, operate,
compare, classify, examine, categorize, carry out, manipulate, execute, control,
distinguish, investigate handle
Evaluating: Assess, critique, judge, evaluate, Complex Overt Response: Coordinate,
validate, argue, conclude, defend, prioritize, perfect, demonstrate, refine, skillfully
recommend perform, master, operate independently
Creating: Design, construct, develop, Adaptation: Modify, adjust, revise, alter,
formulate, devise, invent, generate, plan, adapt, customize, innovate, refine, adjust
compose, create
Origination: Create, invent, design, plan,
construct, compose, develop, innovate

KEYWORDS: AFFECTIVE DOMAIN

Receiving: Listen, attend, acknowledge, SELECT METHODS, MEDIA, &
observe, notice, be aware, pay attention, be MATERIALS
open to
In this stage, educators select the
Responding: Answer, participate, react, instructional methods (e.g., lectures,
comply, cooperate, share, engage, discussions, problem-solving) and media
contribute, express (videos, audio, apps, e-books) that align best
with the objectives and the learners' needs.
Valuing: Appreciate, respect, value, commit,
believe, accept, cherish, support, prefer Purpose—Choosing the right mix of media
and methods ensures that instruction is
Organizing: Integrate, synthesize, order,
varied and engaging, allowing learners to
combine, organize, compare, reconcile,
interact with the content in diverse ways.
prioritize
UTILIZE MEDIA, & MATERIALS
Characterizing: Exemplify, internalize, act,
influence, behave, embody, demonstrate, This step involves planning how the chosen
practice media and materials will be used in the
lesson. Educators should familiarize
KEYWORDS: PSYCHOMOTOR
themselves with the technology, test the
DOMAIN
tools beforehand, and prepare instructions
Perception: Observe, notice, detect, for learners.
differentiate, recognize, identify, locate,
Purpose—Proper implementation prevents
explore
technical issues and ensures smooth
Set: Prepare, position, arrange, get ready, set integration of media, helping maintain focus
up, organize, get into position on learning rather than troubleshooting.

Guided Response: Imitate, follow, perform, REQUIRE LEARNER PARTICIPATION

replicate, repeat, practice, mimic
Active learning is encouraged through focused integration of media and
participatory activities. Examples include technology, with the goal of making
group discussions, interactive tools (like learning more engaging, effective, and
online quizzes and polls), and collaborative adaptable across diverse educational
work using platforms like Google Docs or settings.
Padlet.
Purpose—Engaging students in hands-on
activities reinforces learning, enhances
retention, and makes the learning process
dynamic.
EVALUATE AND REVISE
Educators assess the success of the lesson by
reviewing learner performance in relation to
the objectives. This step includes gathering
feedback, reflecting on what worked and
what didn’t, and identifying areas for
improvement.
Purpose—Evaluation and revision allow for
continuous improvement, helping educators
adapt their methods and materials to better
meet learners' needs in the future.
TO NOTE:
Since its introduction, the ASSURE Model
has influenced instructional practices in
various educational and training contexts,
particularly those with limited resources
where efficient media integration is crucial.
By focusing on a systematic approach that
includes evaluation, the model has helped
educators develop an experimental and
reflective mindset, continuously optimizing
lessons to improve student learning
experiences. Its emphasis on planning and
reflective assessment makes it especially
relevant in today’s digital education
environment, where blended and online
learning methods are increasingly prevalent.
In sum, Heinich and Molenda’s ASSURE
Model is a foundational instructional design
model that promotes thoughtful, learner-