Programmed Instruction
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Programmed instruction is a method of self-instruction that uses machines or specially prepared books to teach information in a step-by-step manner. It breaks subject matter into small frames and sequences them to present material in small pieces while requiring frequent student response. This allows students to learn at their own pace with immediate feedback on their answers. There are two main types: linear programming which presents frames in a straight line, and branching programming which allows students to take different paths through remedial frames depending on whether their answers are right or wrong. Programmed instruction aims to control learning conditions, promote self-paced learning, and continuously evaluate students.
Programmed Instruction
- 3. PI ON LINE
- 4. DEFINITION • "A Programmed Instruction is a method of self instruction that enlists machines or specially prepared books to teach information". CHRIS JORDAN
- 5. PURPOSE • To manage human learning under controlled conditions. • To promote learning at the pace of the learner.
- 6. • To present the material in small pieces. • To provide quicker response
- 7. CHARACTERISTICS • The subject matter is broken down in to small steps called FRAMES and arranged sequentially. • Frequent response of the student is required.
- 8. • There is an immediate confirmation of the right answer or correction of wrong answers given by the learners (SELF CORRECTING FEATURE).
- 9. • The content and the sequence of the frames are subjected to actual try out by students and are revised on the basis of data gathered by the programmer (DIAGNOSTIC FEATURE)
- 10. • Each student progressess at his own pace without any threat of being exposed to any humiliation in a heterogeneous class. • The assumption about the learner is clearly stated in the programmed learning materials.
- 11. • The objectives underlying programming instructions are defined explicitly and in operational terms so that the terminal behaviour is made observable and measurable.
- 12. • The interaction between the learner and the programme is emphasized in programmed learning. • Continuous evaluation is possible by recording the student's response.
- 13. • The strategy provides sufficient situations for teaching the students to discriminate between a range of possibilities and reduce generalizations.
- 14. TYPES 1. LINEAR PROGRAMMING. 2. BRANCHING or INTRINSIC STYLE PROGRAMMING. 3. COMPUTER ASSISTED INSTRUCTION
- 15. TYPES OF PI
- 17. LINEAR PROGRAMMING (LP) • In LP the learner's responses are controlled externally by the programmer sitting at a distant place. • A linear programme is called "straight line programme".
- 19. • The learner starts from initial behaviour to the terminal behaviour following a straight line. • The student proceeds from one frame to the next until he completes the programme.
- 20. CHARACTERISTICS OF LP • LP are exposed to a small amount of information and proceed from one frame or one item of information to the next in an orderly fashion.
- 21. • The learners respond overtly so their correct responses can be rewarded and incorrect responses can be corrected. • The learners are immediately informed about weather or not their response is correct (feedback).
- 22. • The learners proceed at their own pace (self pacing).
- 23. SCOPE OF LP • ELEMENTARY EDUCATION : Generally there are single teacher in certain schools and are required to teach all the subjects. LP will help teachers in such situations.
- 24. SECONDARY EDUCATION • In secondary education diversity if interest and curriculum neccessitates this method.
- 25. CORRESPONDENCE EDUCATION : FOR HIGH SCHOOL STUDENTS : Self instruction could be made possible if the correspondence lessons are programmed.
- 26. FOR SCHOOL TEACHERS • When a new course is being introduced, Programmed instruction will equip them with content and new mehtods of teaching.
- 27. UNIVERSITY EDUCATION • Standards of higher education can be maintained. • Can be applied for health oriented courses (Health Care Professional Education)
- 28. PRINCIPLES OF LP
- 29. PRINCIPLE OF SMALL STEP • A learner can proceed from knowing very little about a subject to mastry over the subject by going through a programme.
- 30. PINCIPLE OF CONFORMATION • In this kind of reinforcement to work on the programme or to learn, a learner need not wait for a long time to proceed to the next level.
- 31. PRINCIPLE OF SELF PACING • The learner can work each step as slowly or as quickly as he chooses.
- 32. STUDENT TESTING & EVALUATION • LP provides a detailed record of the student and is the basis for revising the programme.
- 33. TYPES OF LP
- 34. CONSTRUCT RESPONSE • This is a Skinnerian type of learning process. • The learner has to construct responses while going through such formats of programme text.
- 35. MULTIPLE CHOICE QUESTIONS • Sydney L. Pressy selected a response on each frame and is presented in the discrimination frame sequence type of programme.
- 36. CONVENTIONAL CHAINING • John Barlow designed this type. • Here each frame is connected to the second frame which becomes a part of the stimulus of the third and so on down the line.
- 37. SKIP LINEAR • Uses skipping device for solving problems of review and over review where a bright student may skip the simple programme.
- 38. CRITERION FRAMES • This is used to direct the learner along the linear path according to their responses at those critical situations. • The creation frames decide whether the student should go through a particular sequence or not.
- 39. RULEG SYSTEM • The contents are organized in terms of rules first and then the examples. • The rule is given a complete form and the examples are in an incomplete form. • A learner has to construct responses to complete the example.
- 40. EGRULE SYSTEM • This is opposite to the ruleg system. • The contents are organized in terms of examples and then the rules. • The examples are given in complete form and the rules in incomplete form.
- 42. BRANCHING / INTRINSIC TYPE • NORMAN COWDER ( a contemporary of B.F Skinner) developed this model. • His model focuses problem solving from COMMUNICATION POINT OF VIEW.
- 43. PRINCIPLES OF BRANCHING PROGRAMME • PRINCIPLE OF EXPOSITION. • PRINCIPLE OF DIAGNOSIS. • PRINCIPLE OF REMEDIATION.
- 44. PRINCIPLE OF EXPOSITION • The whole concept is presented to the students so that he can learn the complete information better which is provided in the home page. • It serves two purposes : TEACHING & DIAGNOSIS.
- 45. PRINCIPLE OF DIAGNOSIS • Here the weakness of the learner is identified after exposition and it is assessed whether the learner could learn what the causes are. • And then it is modified.
- 46. PRINCIPLE OF REMEDIATION • If a learner chooses the wrong alternative, the learner has to move to a wrong page where a remedial instruction is provided. • And the student is directed to return to the home page and he / she is asked to choose the right answer.
- 47. STRUCTURE OF BRANCHING PROGRAMME • The programme text is called SCRAMBLED TEXT. • This consists of two types of pages : 1. HOME PAGE. 2. WRONG PAGE.
- 48. HOME PAGE • This page consists of content or concept and followed by multuple choice questions which involve four aspects : 1. TEACHING (The learner goes through the instructions to comprehend the concept or information).
- 49. • 2. RESPONSE (At the end of instruction, multiple choice is given to the learner to choose the correct response, which the learner has to discriminate. The response is intrinsic).
- 50. • 3. DIAGNOSIS (If the learner chooses the wrong response, he has to move to the wrong page. If he chooses the right response, he moves to the next home page, where the next unit is presented.)
- 51. • 4. REINFORCEMENT : The response is reinforced by confirming it at the begening of the home page, hence the learner is encouraged through verbal approval or praise.
- 52. WRONG PAGE • Wrong page or remedial frame involves : 1. Repeating student response. 2. Negative confirmation. 3. Reason as to why he is wrong. Cont....
- 53. Cont.... 4. Further explanation in a single language. 5. Direction as to where the learner should go next.
- 54. TECHNIQUE OF BRANCHING PROGRAMME • There are two tenchniques : 1. BACKWARD BRANCHING. 2. FORWARD BRANCHING.
- 55. BACKWARD BRANCHING • If the learner makes an error, he has to take to the remedial frame where; • He is given some more help in understanding the concept and solving the problem.
- 56. • He is then directed to the original frame number one. • So the learner goes through the same frame twice, once before the remedial material is refered by him.
- 57. FORWARD BRANCHING • When the learner gives a correct or wrong response, he goes to the next or new page. • If he makes a wrong choice, he is directed to the remedial frame where his mistakes are fully explained.
- 58. • This is followed by another parallel question from which he goes to the next frame in the main stream.
- 60. COMPUTER ASSISTED INSTRUCTION (CIA) • CIA consists of individual learning booths, each with a console. • It has a television screen for displaying information.
- 61. • A complete package of information is stored in the system and is presented sequentially.
- 62. • The learner may question the computer and feed the answer into it. • It helps determine subsequent activities in the learning situations.
- 64. DEVELOPMENT OF A PI PHASES OF DEVELOPMENT OF PI I PHASE II PHASE III PHASE Preparatory phase Writing phase Validation phase
- 65. PREPARATORY PHASE 1. Involves viewing the programme on any topic. 2. Deciding to prepare a programme. 3. Selecting a topic.
- 66. 4. Preparing a content outline. 5. Specification of objectives in behavioural forms. 6. Specifications (Assumptions about learner). 7. Entering behaviour (Pre requisite skill).
- 67. 8. Preparation of pre test. 9. Terminal behaviour. Expected performance of the learner at the end of a course. 10. Preparation of post test i.e. preferably criterion test.
- 68. WRITING PHASE • Involves the following activities: 1. PRESENTATION OF MATERIALS IN FRAMES. 2. REQUIRES AN ACTIVE STUDENT PARTICIPATION.
- 69. 3. PROVE ANSWERS FOR CONFIRMATION OR CORRECTION OF STUDENT RESPONSE. 4. USE PROMPTS TO GUIDE STUDENT RESPONSE. 5. PROVIDE CAREFUL SEQUENCING OF FRAMES.
- 70. PRESENTING THE MATERIALS IN FRAMES • A frame is a small segment of information that calls for particular student response. • The task of a programmer is to provide the stimulus necessary to evoke student response.
- 71. • The acquisition of these responses is a step towards terminal behaviour. • Be sure that each frame presents a relatively small segment of material.
- 72. • The programmer should present only enough material to elicit a single response
- 73. ACTIVE STUDENT RESPONSE • In every frame the response of the student is elicited. • The responses in programmed material should be overt or covert.
- 74. • Student who make overt responses should write down their answers on sheets of paper. • Student who make covert responses should mentally compose their own responses to each blank in the frame before turning the page to the correct
- 75. CONFIRMATION / CORRECTION • Providing the correct response with which students can compare their own responses is a standard characteristic of programmed instruction.
- 76. • Students come to know their responses are correct or incorrect.
- 77. USING PROMPTS • Prompts are provided in the programme frame to guide the student to the correct response.
- 78. • Prompts are supplementary stimuli; they are added to a frame to make the frame easier but are not sufficient in themselves to produce the responses.
- 79. SEQUENCING OF THE FRAME • Sequencing depends on: 1. The description and analysis of the behaviours the programme intends to teach. 2. The conditions necessary for the learning required by the various tasks.
- 80. • All the basic learning conditions - discrimination, generalization, contiguity, practice and reinforcement can be embodied in the frame sequence. • Frame sequence can also provide for review and testing whenever these are necessary.
- 81. VALIDATION PHASE • Involves : 1. Try out and revision. 2. Individual tryout. 3. Small group try out.
- 82. 4. Master validation. 5. Editing, reviewing, revising and modifying the programme for final preparation based on fruits of tryout.
- 83. ADVANTAGES • Programmed Instructions are more successful in critical sagacity (discernment) of the logic or various subjects and inspiring students' creative thinking and judgement.
- 84. • Good teachers are freed from the humdrum of routine classroom activity and they are in a position to devote their time to more creative activities.
- 85. • The use of programed instruction has potentials to improve the quality of education in general. • It helps a teacher to diagose the problems of the individual learner.
- 86. • The use of programmed learning has brought a revolution in the social setting of the classroom. • Many emotional and social problems have been eliminated and problem of discipline have been solved automatically.
- 87. • Programmed instruction is a great thrust in the direction of individualized instruction. • A well organized programmed instructional device is tailored to cater to the needs of individual students of the class.
- 88. • By presenting the learning material in a small segments of information (frames), it makes learning an interesting game in which the learner is challenged by his own capabilities.
- 89. DISADVANTAGES • Programmed instruction does not eliminate competition of grades as often claimed.
- 90. • Mere manipulation of the machine is not rewarding. Once novelty wears off, or if too many errors appear, the students loose interest and motivation. • Later reinforcements often do not acclelarate learning.
- 91. • Programmed instruction restricts the learner's freedom of choice resulting in cramping of his imagination and initiative.
- 92. • Operant conditioning is found sucessful only with some students in some cases and not in all. • PI ignore or make inadequate provisions for variables like cognitive, personality and motivational variables.
- 94. THANK YOU