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Authors: Jennifer Nelson, Shari DeGroff, Donna WilliamsTable of Contents

ASSURE Model (written by Jennifer Nelson)

Teaching and Learning with Technology - Clif's WikiOverview

Developed by Sharon E. Smaldino, James D. Russell, Robert Heinich, and Michael Molenda

The ASSURE model is an ISD (Instructional Systems Design) process that is designed to integrate technology and media into the teaching and learning environment. The model incorporates Robert Gagne's nine events of instruction needed for effective learning. The ASSURE model is a six step planning framework used to plan lessons and promote effective pedagogical practice.

The six steps of the ASSURE Model (Azia, 2003 & Shepard, n.d.)
  1. Analyze Learners
    The first step in the ASSURE process is to know and understand the target audience. It is important to know the students' general characteristics (e.g. grade, age ethic group, gender, and socioeconomic level), learning styles (e.g. verbal, visual, tactual) and entry competencies (e.g. prior knowledge, skills, attitudes).
  2. State Objectives
    Once you know the learners, the next step is to state the objectives. Establishing direct learning outcomes will specify what the learners will gain from the lesson and the criteria for technology integration. For more informatin about writing objectives, visit the ABCD's of writing objectives web site.
  3. Select Methods, Media, and Materials after you have knowledge of your learners and stated objectives; the next step is to select the instructional method, media and materials that will be appropriate for the teaching and learning environment. Technology integration is determined in the selection of methods, media, and materials.
  4. Utilize Media and Materials
    Once the methods, media, and materials have been chosen, you are ready to implement them into the lesson. It is always helpful to make sure you know how to use the technology and check to make sure it works before you put your lesson into action. Have a backup plan in case of malfunction.
  5. Require Learner Participation
    Provide opportunities for students to participate and reflect during the learning process. Some examples you could use is question and answers, group work, hands-on activities, WebQuests and discussions.
  6. Evaluate and Revise
    Last, you should reflect upon the lesson and revise where needed. Obtain input from the learners through group discussion, exit interviews, assessments, and other types of student feedback. And remember..."You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners" (Shepard, n.d.).

ASSURE model presentation
(part 1)

Additional Videos:
ASSURE model presentation part 2
ASSURE model presentation part 3

ASSURE Lesson Plan Examples
ASSURE Model Instructional Plan Template
Compare and Contrast
ASSURE webquest lesson

Popular Services
The ASSURE Model: Creating the Learning Experience
from Pearson Prentice Hall

Additional Resources
Instructional Technology and Media for Learning: Additional information for users of Instructional Technology and Media for Learning, Prentice Hall Companion Website

ASSURE Model Rubric

The ASSURE Model Overview

ASSURE Process: Breakdown of each category

The Big6 (written by Shari DeGroff)


The Big6 is a widely used literacy model created by Michael Eisenberg and Bob Berkowitz in 1988. It is utilized in schools to teach research, information literacy and problem solving skills. School Media Library Specialists have embraced the Big6 because it provides a framework of strategies which lay the foundation for responsible information searching techniques as well as effective writing skills. Though it has been in existence for almost 20 years, it continues to be relevant to learning today and is an effective tool for teaching information literacy and helping students utilize Web 2.0 tools efficiently.

The six stages of the Big6 can be applied to any problem or task

Big61. Task Definition
What is the problem and what information is needed to solve the problem?
2. Information Seeking Strategies
What are the best sources for the information needed?
3. Location and Access
Where are the sources of information and how do I find them?
4. Use of Information
How do I obtain the information?
5. Synthesis
How can I best organize and present the information?
6. Evaluation
What is the quality of my product and how well does it answer
or solve the original problem?

Additional Resources

The Whole Enchilada Big6 slideshow by Michael Eisenberg about Information Literacy
Big6-2.0 What makes the Big6 a Web2.0 tool?
Technology and the Big6 What types of technology are supported by the Big6 model?
Big6 for Kids website A fun and helpful site for students
The Super3 A version of the Big6 for younger kids
Big6 puzzle A fun puzzle for kids that shows the six stages
An article in School Library Journal with links to Big6 resources
Librarians and the Big6, a recent post from Power Librarian, Janice Konger’s blog
Slideshow by Art Wolinksy, Kids, WebQuests, and the Big6: Perfect Together
Lesson Plans using the Big6

How to use the Big6 with the ISTE National Education Technology Standards and AASL Information Literacy Standards

NTeQ (written by Donna Williams)


NTeQ stands for iNtegrating Technology for inQuiry
The NTeQ model is student-centered, open-ended, andproblem-based for teachers to integrate technology with teaching and learning. It also focuses on high levels of
collaboration, inquiry, and cooperative groups where the teacher is a facilitator.

10 NTeQ Lesson Components

The NTeQ Model
1. Specify Objectives
What learning objectives will your students achieve from completing this lesson?

2. Computer Functions
The objective can be matched to various computer functions by comparing the learning tasks required by the objective with the functions of the computer.

3. Specify Problem
What problem will your students be solving?

4. Data Manipulation
Now you determine specifically how students will use the identified computer functions to help solve the problem.

5. Results Presentation
Briefly describe how the students will present their results or solutions to the problem.

6. Activities at Computer
Begin by planning what the students will do while using the computer. For some lessons, you may want to create a sample student product to make sure your directions are clear, that the planned resources are suitable, and that the time allotted is adequate.

7. Activities Prior to Computer
After you have identified the types of activities your students will do at the computer, you need to plan the activities that will prepare them for the computer work.

8. Activities After Using Computer
These activities guide students in reaching solutions and describing why the solutions were reached. Thinksheets can be used.

9. Supporting Activities
The supporting activities are not intended to replace computer-related activities, but are to be used in conjunction with planned computer activities. There are three primary types of supporting activities:
  • Review of Prior Learning
  • Required Research/Reading
  • Enrichment Activities
10. Assessment
The last component of planning an NTeQ lesson is the evaluation.
Refer to Assessing Digital Work

Examples of NTeQ lessons

Getting Started

Morrison, G. and D. L. Lowther, Integrating Computer Technology into the Classroom, Third Edition (2005). Upper Saddle River, NJ: Pearson Merrill Prentice Hall, ISBN: 0-13-142116-6

Holzberg, PhD, Carol S. Swift River School. Retrieved July 22, 2008, from Write Path Lesson Plans Web site: http://www.swiftriverschool.org/write_path/write_pathlessons.html.

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