Programmed instruction ppt history
- 1. Individualized Instruction •Philosophy of education • Adjusts the education of the individual to cater to his/ her specific needs •Accomodation of instruction to the abitlities , goals, pace of learning of each student •Places the responsibility of learning on the students which results in improved motivation for learning •Alternative to traditional instruction •The differences among the students are varied and vast •Ind.Instn is tailored to the needs of individual students and situations •More than a method of teaching
- 2. Need for I.I •Enables the students to proceed in their own pace depending on his attitude and past history of achievement •Caters to the individual difference – slow, medium and gifted students can be placed • suitable programme can be planned •Feedback provided at the regular intervals helps the pupils to gain the master over the unit This method is ideal for remedial purpose by identifying weak areas of the students by means of drill and practice
- 3. Characteristics of I .I •Allows the teacher to adopt particular methodology according to the particular level and understanding & ability of the student • Self paced • Material to be taught sd be broken into chunks • Different from traditional method •Can be used as the reinforcement tool for remedial purpose
- 4. Approaches to I.I Personalized system of Instruction Self Directed Material Independent study Programmed Instruction Computer Assisted instruction
- 5. PROGRAMMED INSTRUCTION The first such system devised by Sidney.L.Pressey, 1926 Auto Instruction & Auto learning Based on Thorndike’s law of effect-reward or pleasure or satisfaction-provides immediate reinforcement Skinner’s Operant conditioning-immediate reinforcement -Meaning: Technique of converting the live instructional process into self learning or Auto instructional material Systematically planned and effectively controlled self instructional technique for providing individualised instruction to the learner through logically sequenced small segments of the subject matter by using the principle of Operant conditioning
- 6. •Its main focus is to bring desirable change in the cognitive domain of the learner’s behavior. •The structure of teaching method is that the selected content is analyzed and broken into smaller elements. •Each element is independent and complete in itself. •The programmer develops frames based on each element. •Responses are also provided to the learner in the program on some different leaflets. •The correct response of the learner is the new knowledge or new behavior. • Immediate confirmation of correct response provides reinforcement to the learner he proceeds to the next frame. •Wrong responses required feedback. •Physical presence of the teacher is not necessary. •He may come to give instructions regarding the program. •Students are left for learning at their own pace.
- 7. •Types of P.I •Linear Programming. It is being used for teaching all subjects. In programed teaching strategy progressive chain elements are presented. Last step is at the mastery level. It is based on five fundamental principles. •Branched Programming. It is generally used in mechanical fields. •Mathetics. Retrogressive chain of elements is presented. First step is the master level while the last step is the simplest element
- 8. Principles • principles of small steps: properly sequenced meaningful segments of informations called Frames • Active responding: learner by being active learners is able to respond actively and in a better way • Immediate Reinforcement: immediate result is obtained • Self pacing: The student can proceed in his own speed • Student testing: Since learner leaving the record of his response, it helps him to revise and improve
- 9. Types-Linear or Extrinsic programming • Skinner-Operant Conditioning • Instructional material is sequenced into a no. of small steps –Frames-one at a time- learner’s response—evaluation-Motivation to learn the next frame-desired learning experience • The response of the learner strictly controlled by the programmer.
- 10. Characteristics of Linear Programming • single track programme • series of small steps • hence chance of error –minimum • Immediate reinforcement • All the learners in the same path • The sequence of steps –not to be changed. • Response to each step or frame. • Self pacing • No moving to the next frame unless he responds correctly-slow and steady
- 11. Branching or Intrinsic • Norman or Crowder • Not controlled extrinsically by the programmer • Learner –free to take decision,able to adapt the instruction to his needs • Basic Assumptions: • Things --presented in totality • Learning takes place during st’s exposure to the new material • Wrong responses do not necessarily hinder the learning • If error occurs it may be detected and corrected before proceeding to the next frame on the path • Sufficient freedom to take decision to adapt the instruction to his needs. • Testing is followed by remedial instruction • Multiple choice items help pore in the learning process
- 12. procedure • Instructional material-units called frames-larger than used in Linear Programming • Learner- goes through the frame, respond to multiple choice questions • Moves forward if correct. If not, diverted to one or more remedial frames which reveals the mistakes and then return to the original frame • Cycle –repeated till he passes through the whole at his own pace
- 13. •Advantages • Main emphasis -individual differences and Students’ involvement. • No fixed time interval for learning. • Students may learn at their own pace. • Maxim of teaching-- Learning by doing followed to involve learners in the learning process. • Students - exposed only to correct responses, therefore, possibility to commit errors in reduced. • Immediate confirmation of the results provides reinforcement to the learners • Encourages the learners to proceed further. • Feedback is provided to wrong answers- learner is able to develop mastery over the content.
- 14. • difficult to develop an instructional programme • Only cognitive objectives can be achieved • Due to tight schedule of time table, students cannot be left to learn at their own pace. • It would be very difficult to learn the content of the subject matter in a limited period of time. • There is no chance for students’ creativity, their responses are highly structured. • 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. • cannot be applied at primary level of education or
- 15. •A programmer should have thorough knowledge of the content and technique of content analysis. • This strategy should be used as a supplementary device for remedial teaching in the class room. •It should be used in distance education or continuing education programs where no rigid time table is applied. •If not at a primary level or higher level of education, this strategy may be useful at secondary level of education where many new subjects are introduced in the curriculum and they create problems in learning. •If applied in classroom teaching, teacher should be present in the class. •He can maintain discipline in the class help in eradicating
- 16. Personalised System of Instruction •PSI – Training- based on self pacing and mastery learning following the Keller plan •Learners work on their own •Must achieve mastery of series of written learning units. •Assisted by teachers and proctors ( acting for another ) by way of enriching lectures before final test
- 17. Characteristics : •Specific goals •Self pace •Mastery learning ( over 80 percent) •Stress on written materials •Proctors and teachers •Lecture before test •Frequent testing •Possible to apply to all subjects where the content is predefined •Not suitable where the content rapidly changes such as electronics, technology •Not suitable where psychomotor and affective objectives are to be achieved •Grading of learners is difficult in the PSI
- 18. Strategies using I. I •PSI: • Mastery : Each student sd demonstrate requisite level of achievement in each unit before being allowed to proceed to the next unit •Self pacing: each student is allowed to proceed in his own speed •Witten materials: written materials in the form of self instructional, programmed texts or regular text book •Student proctors: The students who have taken the course before act as the proctors to score the tests and provide feedback to the instructors on the progress of the students Lecture: The teacher gets an opportunity to demonstrate and provide supplemental information to the students Study guide is provided to each student to orient him towards the course plan, supplemented with some study questions which they can answer at their own pace
- 19. •Advantages: •Attractive teaching method • self pacing •Mastery of the subject matter •Disadvantages: •Not all students fare well with Keller plan • Students who procrastinate may not be able to finish the course •Devt. Of Course materials demand lot of time •Administrative problem is also there • Choosing student proctors can pose a problem
- 20. CAI: Meaning: Instruction in which a computer is used to present substantial amount of learning material to the student Auto instructional technique enabling students to progress at their own individual rates Modes of CAI: •Drill and practice •Tutorial mode •Simulation •Modelling • Problem solving • Gaming
- 21. •Drill and practice : Method of learning on the computer and becoming familiar with the use of a procedure by repetition, until it is performed correctly •Tutorial mode : Type of CAI in which the computer interacts with the learner in a similar manner as a tutor engaging in a dialogue whose course depends on the response made by the learner •Simulation: Deals with the representation of physical symptoms and phenomena by the computer. Information is entered in the computer to represent the factors in the real process . Eg – Demonstrating the solar eclipse •Modelling: a rehearsal for reality , way of making a trial that minimizes the penalties of error • Problem solving: mode enables a student to tackle the wide variety of problems and helps in developing problem solving skills. • Gaming: this mode is resorted to when the student is pitted either against the computer or another student in educational game.
- 22. Self study •The basic aim : to develop in pupils the habit of self study •The teacher should ask the students to read a specific period or event of history •May ask questions on the lesson •Helps the students in acquiring the knowledge independently.
- 23. Homework Teachers can utilize homework as an opportunity to differentiate learning for all students. An opportunity for teachers to provide individualized instruction geared specifically to an individual student. Schools embraces the idea that each student is different and as such, each student has their own individual needs. HW is as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be HW contributes toward building responsibility, self-discipline, and lifelong learning habits provides teachers with a significant opportunity to meet each student where they are and truly extend learning A teacher can give their higher level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction.
- 24. •Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have • Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something • Homework should be meaningful. •It should be viewed as an opportunity to allow students to make real- life connections to the content that they are learning in the classroom •should be given only as an opportunity to help increase their content knowledge in an area.