Programmed instruction
- 1. T E A C H I N G A N D A S S E S S M E N T O F M A C R O S K I L L S PROGRAMMED INSTRUCTION
- 2. was an American psychologist, behaviorist, author, inventor, and social philosopher. B.F. SKINNER (BURRHUS FREDERIC SKINNER)
- 3. TEACHING MACHINE • In one incarnation, the machine was a box that housed a list of questions that could be viewed one at a time through a small window. There was also a mechanism through which the learner could respond to each question. Upon delivering a correct answer, the learner would be rewarded.
- 4. PROGRAMMED INSTRUCTION PROGRAMME • A programme is a device to control the student’s behaviour and help them to learn without the direct supervision of a teacher. INSTRUCTION • Instruction is the purposeful, orderly, controlled sequencing of experiences to reach a specified goal.
- 5. PROGRAMMED INSTRUCTION • The learning material is in a kind of textbook or teaching machine or computer. • The medium presents the material in a logical and tested sequence. The text is in small steps or larger chunks. After each step, learners are given a question to test their comprehension. • Then immediately the correct answer is shown. This means the learner at all stages makes responses, and is given immediate knowledge of results.
- 7. 2 TYPES OF PROGRAMMED INSTRUCTION • Linear programming • Branched programming
- 8. LINEAR PROGRAMMING • In programed teaching strategy progressive chain elements are presented. Last step is at the mastery level. It is based on five fundamental principles. 1. Small steps 2. Active responding 3. Immediate confirmation 4. Self-pace 5. Student testing
- 9. PRINCIPLE OF SMALL STEPS • Learning is better when the material is presented in small steps. It also reduces the rate of committing errors and encourages further learning.
- 10. PRINCIPLES OF ACTIVE RESPONDING • The learner has to construct the response. It is an integral part of learning. The frames of program should also be designed logically that the learner shows interest in responding the frames.
- 11. PRINCIPLES OF IMMEDIATE CONFIRMATION • When learners response to the frames, they do not know that these responses are correct or wrong. • By providing immediate reinforcement or confirmation to the response, the learner gets confidence. When the learner is reinforced for a correct response, he/she becomes repetitive for further learning. • The learner learns best if his/her response is confirmed immediately. The confirmation provides reinforcement to the learner.
- 12. PRINCIPLES OF SELF-PACING • This principle is based on the assumption that each learner can work each step as slowly or as quickly, depending upon his/her pace. Each learner is free to move according to his/her own speed, slowly or quickly as they like. Some can learn things at a quicker speed and may skip one or more frames, whereas others can go on slowly. It satisfies every learner’s need.
- 13. PRINCIPLE OF STUDENT TESTING • The programmed instruction is based on continuous evaluation by recording the response of the learner. The learner leaves the record of his/her study for each step in response sheet. It helps to improve the quality of programmed material through checking the number of errors at each step. Also, the learner’s progress can be evaluated by looking into the various types of response produced by the learner.
- 14. BRANCHED PROGRAMMING • This technique provides the student a piece of information, presents a situation requiring a multiple choice or recognition response, and on the basis of that choice instructs the student to proceed to another frame, where he or she learns if the choice was correct, and if not, why not. • A student who responded incorrectly will either be returned to the original frame, or routed through a subprogram designed to remedy the deficiency indicated by the wrong choice.
- 15. DIFFERENCES BETWEEN LINEAR AND BRANCHING PROGRAMING
- 16. CHARACTERISTICS OF PROGRAMMED INSTRUCTIONS: It is a method of giving or receiving individualized instructions. It keeps in view their individual differences. The learner moves at his/her own speed. It is not the solution of educational problems. It is a new instructional strategy for the modification of behavior of learner. It cannot replace the teacher. It provides immediate feedback to the learners.
- 17. OBJECTIVES OF PROGRAMMED INSTRUCTION To help the student in learning by doing. To provide the learners situation so that they can learn at their own pace. To help students learn in the absence of a teacher. To present the content in a controlled manner and in logically related steps. To help students in assessing their own performance themselves by comparing it with the given answers.
- 18. ADVANTAGES OF PROGRAMMED INSTRUCTION • There is not fixed time interval for learning. Students may learn at their own pace. • Immediate confirmation of the results provides reinforcement to the learners and encourages the learners to proceed further. Feedback is provided to wrong answers, so that learner is able to develop mastery over the content.
- 19. DISADVANTAGES OF PROGRAMMED INSTRUCTION It is very difficult to develop an instructional programme Only cognitive objectives can be achieved There is no chance for students’ creativity Development of programme is not economical in terms of cost and time In absence of the teacher, students may spoil the disciplinary tone of the class, or they will be helpless when any problem arises. It cannot be applied at primary level of education or at higher education