1. Programmed instruction is an individualized teaching strategy developed in the 1950s based on behavioral psychology principles. It breaks content into small sequential steps with frequent questions and immediate feedback.
2. There are two main styles of programmed instruction - linear and branching. Linear programming follows a fixed sequence, while branching includes remedial frames for incorrect answers.
3. The advantages of programmed instruction include individualization, self-pacing, motivation of students, and effective instruction based on psychological principles. It can be used for self-instruction, distance education, and non-formal education.
1. The document discusses the principles of curriculum construction, outlining 10 key principles that educationists have established for developing effective curriculums.
2. The principles include making the curriculum child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, able to renew culture, creative, motivating, and suited to student maturity.
3. An effective curriculum considers the needs of students, prepares them for future life, transmits cultural traditions, allows for cultural renewal, fosters creativity, and motivates learning.
Simulated teaching is a teacher training technique that involves pupil teachers practicing teaching in a controlled, artificial environment. It aims to help develop teaching skills and modify teacher behavior before real classroom experience. The key steps in simulated teaching are assigning teacher and student roles, deciding on a skill to practice, developing a schedule, observing and providing feedback to improve teaching abilities prior to practical classroom experience. Some benefits include experiencing problems in a low-stress setting and developing self-confidence, but it also has limitations such as requiring significant preparation and not fully replicating a real classroom.
The Indian Education Commission, also known as the Kothari Commission, was formed in 1964 to examine all aspects of education in India and advise the government on educational development. The Commission submitted its report in 1966 after studying education from primary to higher levels, excluding medical and legal education. Key recommendations included ending segregation between rich and poor schools, making primary education common for all, developing a national language policy, and creating a ten-year common school system.
The document summarizes the mastery learning model of teaching. It defines mastery learning as an approach that helps students attain satisfactory performance in school subjects by breaking content into discrete units and requiring demonstration of mastery of one unit before advancing to the next. The key elements of the mastery learning model include planning for mastery, teaching for mastery, formative evaluation, providing remediation, and summative evaluation to assess mastery across units. Benefits include helping students identify their strengths and weaknesses, individualizing instruction, and reducing variation in achievement levels.
This document discusses programmed learning and its key principles. It defines programmed learning as arranging learning material into sequential steps from easy to difficult. The principles of programmed learning include presenting material in small steps, requiring active learner responses, providing immediate feedback, allowing self-pacing, and self-evaluation. It describes B.F. Skinner's linear and Norman Crowder's branching methods of programmed instruction and their features and limitations.
This document defines models of teaching and describes several specific models. It begins by defining a teaching model as a plan that guides curriculum, instruction, and a teacher's actions. Teaching models aim to cause specific changes in student behavior. Key components of models include a focus, syntax, social system, principles of reaction, and support system. Models are categorized into four families based on their goals: information processing, personal development, social interaction, and behavioral modification. Several specific models are then described in detail, including the Concept Attainment Model and Inquiry Training Model.
The Inquiry Training Model was developed by Richard Suchman in 1962 to help students develop intellectual discipline and skills for investigating unusual phenomena. It involves raising questions and searching for answers driven by curiosity. The model expects students to be curious, active, creative, conduct experiments, understand problems and puzzles, and solve problems with guidance. It follows five phases: confronting the problem, gathering data through verification, gathering data through experimentation, organizing and formulating, and analyzing the inquiry process. The goal is to help students learn through an interactive, cooperative environment with optimal teacher support focused on intellectual processes and strategies of inquiry.
This document discusses educational technology, including its definitions, objectives, and forms. Educational technology is defined as applying scientific knowledge and learning principles to improve teaching effectiveness and efficiency. Its objectives are to modernize teaching methods, make instruction easier to understand, and help modify teacher and student behaviors. Educational technology includes instructional technology, teaching technology, and other approaches. It distinguishes between hardware technology, which uses physical machines to aid teaching, and software technology, which focuses on instructional theories. The document provides examples of both and compares their principles, media used, teaching aids, and examples.
1. The document discusses the principles of curriculum construction, outlining 10 key principles that educationists have established for developing effective curriculums.
2. The principles include making the curriculum child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, able to renew culture, creative, motivating, and suited to student maturity.
3. An effective curriculum considers the needs of students, prepares them for future life, transmits cultural traditions, allows for cultural renewal, fosters creativity, and motivates learning.
Simulated teaching is a teacher training technique that involves pupil teachers practicing teaching in a controlled, artificial environment. It aims to help develop teaching skills and modify teacher behavior before real classroom experience. The key steps in simulated teaching are assigning teacher and student roles, deciding on a skill to practice, developing a schedule, observing and providing feedback to improve teaching abilities prior to practical classroom experience. Some benefits include experiencing problems in a low-stress setting and developing self-confidence, but it also has limitations such as requiring significant preparation and not fully replicating a real classroom.
The Indian Education Commission, also known as the Kothari Commission, was formed in 1964 to examine all aspects of education in India and advise the government on educational development. The Commission submitted its report in 1966 after studying education from primary to higher levels, excluding medical and legal education. Key recommendations included ending segregation between rich and poor schools, making primary education common for all, developing a national language policy, and creating a ten-year common school system.
The document summarizes the mastery learning model of teaching. It defines mastery learning as an approach that helps students attain satisfactory performance in school subjects by breaking content into discrete units and requiring demonstration of mastery of one unit before advancing to the next. The key elements of the mastery learning model include planning for mastery, teaching for mastery, formative evaluation, providing remediation, and summative evaluation to assess mastery across units. Benefits include helping students identify their strengths and weaknesses, individualizing instruction, and reducing variation in achievement levels.
This document discusses programmed learning and its key principles. It defines programmed learning as arranging learning material into sequential steps from easy to difficult. The principles of programmed learning include presenting material in small steps, requiring active learner responses, providing immediate feedback, allowing self-pacing, and self-evaluation. It describes B.F. Skinner's linear and Norman Crowder's branching methods of programmed instruction and their features and limitations.
This document defines models of teaching and describes several specific models. It begins by defining a teaching model as a plan that guides curriculum, instruction, and a teacher's actions. Teaching models aim to cause specific changes in student behavior. Key components of models include a focus, syntax, social system, principles of reaction, and support system. Models are categorized into four families based on their goals: information processing, personal development, social interaction, and behavioral modification. Several specific models are then described in detail, including the Concept Attainment Model and Inquiry Training Model.
The Inquiry Training Model was developed by Richard Suchman in 1962 to help students develop intellectual discipline and skills for investigating unusual phenomena. It involves raising questions and searching for answers driven by curiosity. The model expects students to be curious, active, creative, conduct experiments, understand problems and puzzles, and solve problems with guidance. It follows five phases: confronting the problem, gathering data through verification, gathering data through experimentation, organizing and formulating, and analyzing the inquiry process. The goal is to help students learn through an interactive, cooperative environment with optimal teacher support focused on intellectual processes and strategies of inquiry.
This document discusses educational technology, including its definitions, objectives, and forms. Educational technology is defined as applying scientific knowledge and learning principles to improve teaching effectiveness and efficiency. Its objectives are to modernize teaching methods, make instruction easier to understand, and help modify teacher and student behaviors. Educational technology includes instructional technology, teaching technology, and other approaches. It distinguishes between hardware technology, which uses physical machines to aid teaching, and software technology, which focuses on instructional theories. The document provides examples of both and compares their principles, media used, teaching aids, and examples.
B.Ed two years course
semester III
paper III: Critical understanding of ICT.
Use of ICT in education, useful for new teachers to innovate their style of teaching and make teaching and learning more effective.
Educational Sociology and Sociology of EducationReenuMariamJose
This document provides an overview of educational sociology and the sociology of education. It defines sociology and discusses Auguste Comte as the father of sociology. It describes the nature and scope of educational sociology, including that it is the scientific study of how education is obtained and needed in social groups. It discusses key concepts in educational sociology like socialization and the three main theories: functionalist theory, conflict theory, and symbolic interactionist theory. It also explains the importance of sociology of education for teachers in understanding group behavior and social interactions within the school.
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
This document defines models of teaching as instructional designs that specify environmental situations to cause student interaction and behavioral change. A model of teaching consists of guidelines for designing educational activities and environments to achieve instructional goals. The document discusses the assumptions, functions, elements, features, and families of models of teaching, noting they help teachers plan activities and curriculum according to learning outcomes, environment, and performance criteria. Models are classified into information processing, social, personal, and behavioral systems families based on psychological learning theories and instructional goals.
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
difference between naturalism,idealism and pragmatism.pptxDr. Harpal Kaur
The document discusses four major philosophies of education: naturalism, pragmatism, idealism, and realism. Naturalism views nature as the ultimate reality and focuses on science education. Idealism believes that ideas and spirit are true reality and emphasizes moral and spiritual development. Pragmatism sees reality as dynamic and tests ideas based on practical results. Realism regards the physical world as real and focuses on preparation for practical life. The document provides detailed comparisons of these philosophies across various aspects of education including metaphysics, epistemology, axiology, and educational aims, methods, and curriculum.
The document outlines three phases of teaching: pre-active (planning), interactive (execution), and post-active (evaluation). It also describes three levels of teaching: memory (thoughtless), understanding (thoughtful), and reflective (upper thoughtful). At the memory level, the goal is factual recall and reproduction. The understanding level aims for comprehension, interpretation, and application. The highest reflective level focuses on developing critical thinking through problem-solving, analysis, and independent decision making. Different teaching methods and evaluations are used depending on the specific phase and level being targeted.
Gandhiji life and educational contributionsaryavs55
Gandhiji believed that true education improves character rather than just enabling students to earn more. He saw education as drawing out the best in body, mind and spirit. As the architect of India's freedom, Gandhiji experimented with satyagraha and truth. His educational philosophy proposed Basic Education - an education for life through life based on Indian culture and crafts. It aimed to provide minimum standards and develop students holistically through their basic needs and potentials. However, Basic Education faced challenges in implementation like lack of resources and commitment.
Hilda Taba developed the inductive thinking model in 1967 to promote inductive reasoning skills in students. The model has 9 phases focused on concept formation, data interpretation, and applying principles. It uses a series of questions to guide students through categorizing information, identifying relationships, making inferences, and verifying hypotheses. The goal is to help students develop logical thinking and information processing abilities by moving from specific examples and data to broader generalizations and principles.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
1) The document discusses branching programming, which originated from investigating how to teach aircraft maintenance technicians to troubleshoot systems. It involves presenting material in frames with questions that branch the learner to different frames based on their answers.
2) An example is provided of developing branching programmed material to teach a chapter from the social science textbook on natural vegetation and wildlife. The material is presented over several frames with multiple choice questions that send the learner to different frames depending on their response.
3) The benefits of branching programming include teaching, diagnosis, remediation, and reinforcement based on problem solving principles. However, limitations include learners possibly guessing without understanding and high costs of preparation and revision.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
Glatthorn's naturalistic model of curriculum development contains 8 steps: 1) Assess alternatives, 2) Define the course, 3) Develop support, 4) Build knowledge, 5) Design units, 6) Plan learning experiences, 7) Develop assessments, and 8) Create learning scenarios. It is a non-scientific model that emphasizes flexibility, child-centered learning, and evolving the curriculum based on needs and interests rather than predefined objectives.
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
This document discusses imitation and transfer of learning. It defines imitation as copying another's actions, which is observed in animals. Imitation with purpose utilizes imitation to accomplish something significant. Transfer of learning is defined as applying learning from one situation to another. There are three types of transfer: positive, where previous learning benefits new learning; negative, where it hinders new learning; and zero, where there is no effect. Factors like intelligence, attitudes, meaningful learning experiences, and teaching methods can influence transfer. Teachers should aim to develop understanding of principles rather than rote learning to promote effective transfer.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Role of teacher in context of educationSoniya503112
1. Teachers play a vital role in education by imparting knowledge to students and shaping future generations.
2. In modern education, teachers take on many roles including being role models, guides, mentors, facilitators of learning, and social engineers who help build a stable society.
3. With technological advances, teachers also take on roles like online instructors and facilitators of distance education, while still being indispensable for inspiring students and developing their character.
The document discusses strategies for teaching mathematics, including discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, and integrative technique. It provides details on each approach, such as the discovery approach aiming to develop higher-order thinking skills and both teachers and learners playing active roles. It also lists 10 creative ways to teach math using dramatizations, children's bodies, play, toys, stories, creativity, and problem-solving abilities.
1) Programmed instruction is an individualized teaching strategy that breaks content down into small sequential steps with frequent questions and immediate feedback. It emerged from research on operant conditioning and the law of effect.
2) The document discusses different styles of programmed instruction including linear and branching programming. Linear programming follows a fixed sequence, while branching programming allows students to take different paths based on their answers.
3) The advantages of programmed instruction include individualization, self-paced learning, and effective instruction based on psychological principles. It can be used for self-instruction, distance education, and non-formal education.
B.Ed two years course
semester III
paper III: Critical understanding of ICT.
Use of ICT in education, useful for new teachers to innovate their style of teaching and make teaching and learning more effective.
Educational Sociology and Sociology of EducationReenuMariamJose
This document provides an overview of educational sociology and the sociology of education. It defines sociology and discusses Auguste Comte as the father of sociology. It describes the nature and scope of educational sociology, including that it is the scientific study of how education is obtained and needed in social groups. It discusses key concepts in educational sociology like socialization and the three main theories: functionalist theory, conflict theory, and symbolic interactionist theory. It also explains the importance of sociology of education for teachers in understanding group behavior and social interactions within the school.
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
This document defines models of teaching as instructional designs that specify environmental situations to cause student interaction and behavioral change. A model of teaching consists of guidelines for designing educational activities and environments to achieve instructional goals. The document discusses the assumptions, functions, elements, features, and families of models of teaching, noting they help teachers plan activities and curriculum according to learning outcomes, environment, and performance criteria. Models are classified into information processing, social, personal, and behavioral systems families based on psychological learning theories and instructional goals.
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
difference between naturalism,idealism and pragmatism.pptxDr. Harpal Kaur
The document discusses four major philosophies of education: naturalism, pragmatism, idealism, and realism. Naturalism views nature as the ultimate reality and focuses on science education. Idealism believes that ideas and spirit are true reality and emphasizes moral and spiritual development. Pragmatism sees reality as dynamic and tests ideas based on practical results. Realism regards the physical world as real and focuses on preparation for practical life. The document provides detailed comparisons of these philosophies across various aspects of education including metaphysics, epistemology, axiology, and educational aims, methods, and curriculum.
The document outlines three phases of teaching: pre-active (planning), interactive (execution), and post-active (evaluation). It also describes three levels of teaching: memory (thoughtless), understanding (thoughtful), and reflective (upper thoughtful). At the memory level, the goal is factual recall and reproduction. The understanding level aims for comprehension, interpretation, and application. The highest reflective level focuses on developing critical thinking through problem-solving, analysis, and independent decision making. Different teaching methods and evaluations are used depending on the specific phase and level being targeted.
Gandhiji life and educational contributionsaryavs55
Gandhiji believed that true education improves character rather than just enabling students to earn more. He saw education as drawing out the best in body, mind and spirit. As the architect of India's freedom, Gandhiji experimented with satyagraha and truth. His educational philosophy proposed Basic Education - an education for life through life based on Indian culture and crafts. It aimed to provide minimum standards and develop students holistically through their basic needs and potentials. However, Basic Education faced challenges in implementation like lack of resources and commitment.
Hilda Taba developed the inductive thinking model in 1967 to promote inductive reasoning skills in students. The model has 9 phases focused on concept formation, data interpretation, and applying principles. It uses a series of questions to guide students through categorizing information, identifying relationships, making inferences, and verifying hypotheses. The goal is to help students develop logical thinking and information processing abilities by moving from specific examples and data to broader generalizations and principles.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
1) The document discusses branching programming, which originated from investigating how to teach aircraft maintenance technicians to troubleshoot systems. It involves presenting material in frames with questions that branch the learner to different frames based on their answers.
2) An example is provided of developing branching programmed material to teach a chapter from the social science textbook on natural vegetation and wildlife. The material is presented over several frames with multiple choice questions that send the learner to different frames depending on their response.
3) The benefits of branching programming include teaching, diagnosis, remediation, and reinforcement based on problem solving principles. However, limitations include learners possibly guessing without understanding and high costs of preparation and revision.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
Glatthorn's naturalistic model of curriculum development contains 8 steps: 1) Assess alternatives, 2) Define the course, 3) Develop support, 4) Build knowledge, 5) Design units, 6) Plan learning experiences, 7) Develop assessments, and 8) Create learning scenarios. It is a non-scientific model that emphasizes flexibility, child-centered learning, and evolving the curriculum based on needs and interests rather than predefined objectives.
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
This document discusses imitation and transfer of learning. It defines imitation as copying another's actions, which is observed in animals. Imitation with purpose utilizes imitation to accomplish something significant. Transfer of learning is defined as applying learning from one situation to another. There are three types of transfer: positive, where previous learning benefits new learning; negative, where it hinders new learning; and zero, where there is no effect. Factors like intelligence, attitudes, meaningful learning experiences, and teaching methods can influence transfer. Teachers should aim to develop understanding of principles rather than rote learning to promote effective transfer.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Role of teacher in context of educationSoniya503112
1. Teachers play a vital role in education by imparting knowledge to students and shaping future generations.
2. In modern education, teachers take on many roles including being role models, guides, mentors, facilitators of learning, and social engineers who help build a stable society.
3. With technological advances, teachers also take on roles like online instructors and facilitators of distance education, while still being indispensable for inspiring students and developing their character.
The document discusses strategies for teaching mathematics, including discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, and integrative technique. It provides details on each approach, such as the discovery approach aiming to develop higher-order thinking skills and both teachers and learners playing active roles. It also lists 10 creative ways to teach math using dramatizations, children's bodies, play, toys, stories, creativity, and problem-solving abilities.
1) Programmed instruction is an individualized teaching strategy that breaks content down into small sequential steps with frequent questions and immediate feedback. It emerged from research on operant conditioning and the law of effect.
2) The document discusses different styles of programmed instruction including linear and branching programming. Linear programming follows a fixed sequence, while branching programming allows students to take different paths based on their answers.
3) The advantages of programmed instruction include individualization, self-paced learning, and effective instruction based on psychological principles. It can be used for self-instruction, distance education, and non-formal education.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Sidney Pressey. The document also outlines characteristics of programmed learning like breaking content into small steps, eliciting frequent responses, and providing immediate feedback. It discusses different styles of programming like linear and branching approaches. In summary, the document provides background on the origins and principles of programmed instruction as a teaching method.
Programmed instruction is a method of self-paced learning where content is broken down into small steps with feedback between each step. There are four main types of programmed instruction: linear programming follows a single path; branched programming allows different paths; computer-assisted instruction uses computers to deliver content; and computer-managed instruction uses computers to manage the learning process and tailor instruction to individual students. Each type has advantages like allowing self-pacing and feedback, but also limitations such as lack of flexibility or over-reliance on technology.
This document discusses different models of programmed instruction in education technology. It describes linear and branching models of programmed instruction. The linear model presents material in a fixed straight line sequence, while the branching model allows students to choose their own path through the material based on their responses. The document also discusses pioneers in the field like Skinner, Crowder, and Pressey, and how their work influenced the development of programmed instruction and its basic principles.
This document discusses programmed instruction and its various types. It defines programmed instruction as a systematically planned, self-instructional technique that presents material in small logical steps. There are two main types: linear programming which follows a single track, and branching programming which allows learners to follow different paths based on their responses. The principles of programmed instruction include presenting material in small steps, active learner responding, and immediate reinforcement. Advantages include individualized learning and overcoming learner passivity, while limitations include potential replacement of teachers and high costs.
Modular teaching involves breaking course content into discrete, self-contained units called modules. Modules cover a single or group of related learning objectives and include varied learning activities, self-assessment, and an evaluation component. Modules allow students to learn at their own pace and receive immediate feedback. Some key advantages include flexibility, self-paced learning, and assessing mastery of individual objectives rather than overall grades. While effective for many students, modular teaching requires appropriate resources and may not be suitable for all learners.
Modular instruction is an approach that divides course content into independent, self-contained units called modules. Each module focuses on well-defined learning objectives and allows students to work through material at their own pace. This individualized approach aims to address differences in learning styles and rates of learning. Modular courses give students flexibility to choose modules and learning modes. While modular instruction has benefits, implementing it also presents challenges for students, instructors, and administrators. Overall, its emphasis on self-paced, individualized learning makes it a promising alternative for higher education.
The document discusses programmed learning and its innovations in teaching and learning. It describes programmed learning as a self-instructional technique that provides individualized, logically sequenced instruction in small segments. It outlines several pioneers in programmed learning and discusses linear and branched programming, including their key characteristics, materials, types, structures, and use of primes and prompts to guide student responses.
Programmed instruction is a method of self-paced learning that presents material in small incremental steps, requires active learner responses, and provides immediate feedback. There are two main types: linear programming that follows a set sequence, and branching programming where learners' responses determine their path. The technique was pioneered by B.F. Skinner in the 1950s based on operant conditioning principles and aimed to individualize learning through machines/programs instead of teachers. It remains influential as a predecessor to modern computer-assisted learning.
This presentation is trying to explain the Linear Programming in operations research. There is a software called "Gipels" available on the internet which easily solves the LPP Problems along with the transportation problems. This presentation is co-developed with Sankeerth P & Aakansha Bajpai.
By:-
Aniruddh Tiwari
Linkedin :- http://in.linkedin.com/in/aniruddhtiwari
This document discusses linear programming techniques for managerial decision making. Linear programming can determine the optimal allocation of scarce resources among competing demands. It consists of linear objectives and constraints where variables have a proportionate relationship. Essential elements of a linear programming model include limited resources, objectives to maximize or minimize, linear relationships between variables, homogeneity of products/resources, and divisibility of resources/products. The linear programming problem is formulated by defining variables and constraints, with the objective of optimizing a linear function subject to the constraints. It is then solved using graphical or simplex methods through an iterative process to find the optimal solution.
Linear programming is a mathematical modeling technique used to determine optimal resource allocation to achieve objectives. It involves converting a problem into a linear mathematical model with decision variables, constraints, and an objective function. The optimal solution is found by systematically increasing the objective function value until infeasibility is reached. For example, a linear programming model was used to determine the optimal production mix and levels of two drug combinations to maximize profit given resource constraints. The optimal solution was found to be 320 dozen of drug X1 and 360 dozen of drug X2, utilizing all available resources and achieving $4,360 in weekly profit.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key characteristics of programmed instruction, including breaking content into small steps, eliciting frequent learner responses, and providing immediate feedback. The document also outlines different styles of programming, such as linear and branching approaches, and principles of programmed instruction like using small steps and immediate confirmation.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key characteristics of programmed instruction, including breaking content into small steps, eliciting frequent learner responses, and providing immediate feedback. The document also outlines different styles of programming, such as linear and branching approaches, and principles of programmed instruction like using small steps and immediate confirmation.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Pressey and defines programmed instruction according to various experts. The document also outlines 11 characteristics of programmed instruction and 5 principles of programmed learning, including using small steps, active responding, immediate feedback, self-pacing, and student testing. Finally, it discusses different styles of programming like linear and branching formats.
Programmed learning, Origin of Programmed learning, Principles of Programmed learning, Types of programming, Linear programming, branched programming, Limitations of linear programming, Intrinsic styles of programming, Features of branched programming, limitations of branched programming, Developing a programmed learning material, Advantages of using Programmed learning techniques, Difference between learner and branching programming styles
Programmed instruction is an individualized teaching method that breaks content into small steps and controls the learner's responses. It is based on operant conditioning theory and was popularized by B.F. Skinner in the 1950s. There are two main types: linear programming that presents content in a fixed order, and branching programming which allows learners to choose their own path through multiple choice questions. While programmed instruction aims to individualize learning, it also has limitations such as lacking creativity and social interaction.
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
This document discusses different types of self-instructional materials, including programmed learning, instructional modules, computer-assisted instruction, and the personalized system of instruction. Programmed learning breaks content into small sequential steps and provides immediate feedback. Instructional modules are self-contained learning packages on single concepts. Computer-assisted instruction individualizes instruction through computer programs that present content, test students, and provide feedback. The personalized system of instruction emphasizes self-paced study with teachers available for guidance.
This document provides an overview of programmed instruction and its various types. It defines programmed instruction as a systematically planned, self-instructional technique that presents material in small, logical steps. Two main types are discussed: linear programming, which follows a single path; and branching programming, which allows different paths based on learner responses. The document also outlines principles of programmed learning, characteristics, merits, limitations, and examples of each programming type.
This document discusses programmed instruction and its various types. It defines programmed instruction as a systematically planned, self-instructional technique that presents material in small logical steps. There are two main types: linear programming which presents a single track of material and branching programming which allows learners to follow different paths based on responses. The principles of programmed instruction include presenting material in small steps, requiring active learner responses, and providing immediate reinforcement.
This document discusses programmed instruction, which breaks subject matter into small, logical steps to provide individualized, self-paced learning. It defines programmed instruction, outlines its characteristics and principles, and describes different programming types like linear and branching. Linear programming follows a single path, while branching allows learners to take different paths based on responses. The document also covers merits and limitations of programmed learning and different programming types.
This document discusses programmed instruction and its various types. It defines programmed instruction as a systematically planned, self-instructional technique that presents material in small logical steps. There are two main types: linear programming which follows a single track, and branching programming which allows learners to follow different paths based on their responses. The principles of programmed instruction include presenting material in small steps, active responding, immediate reinforcement, and self-pacing. Both types have advantages such as individualization and engagement, but also limitations such as potential dullness or lack of coverage.
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
Programmed instruction materials are designed to teach content in a step-by-step self-paced format. There are two main types: linear programming which presents content in a single straight path, and branching programming which allows learners to choose their own path through remedial frames. Effective programming is based on principles like small incremental steps, active learner responses, and immediate feedback. Developers must carefully define objectives, design frames to meet objectives, and test and validate the materials through tryouts.
Types of programmed instruction - Dr Umashree D KDr Umashree D K
This document discusses different types of programmed instruction, including linear/extrinsic programming and branching/intrinsic programming. Linear programming sequences instructional material into small steps called frames that learners progress through sequentially. Branching programming allows learners choices in their path that determine remedial or next frames, making it less externally controlled. It can use backward branching to repeat missed frames or forward branching to physically progress frames while addressing mistakes. The document provides details on the characteristics, assumptions, and advantages of these programmed instruction methods.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...Neeraj Goswami
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
The document discusses programmed instruction, which is a systematic, self-paced method of instruction designed to ensure learning. It breaks content into small steps with built-in feedback. There are different types, including linear, branched, and mathetics programming. Programmed instruction aims to place the learner at the center and allow them to construct knowledge through active participation, as opposed to passive absorption of information. While it shows promise, programmed instruction has seen limited application in Indian classrooms.
The document discusses the topic of programmed instruction. It defines programmed instruction as a method of arranging learning material into sequential steps that moves students from familiar to new concepts. Key aspects include breaking content into small frames, requiring active student responses, and providing immediate feedback. The origins of programmed instruction are traced back to thinkers like Socrates and Skinner. Principles like self-pacing and immediate reinforcement are explained. Examples of programmed material and frame formats are also provided.
1. The document discusses programmed learning and linear programming. Programmed learning breaks material into small, sequential steps with feedback to reinforce learning at each step. Linear programming specifically presents material in a straight line sequence, requiring the learner to respond to each frame before moving on.
2. Linear programming has limitations as it lacks motivation, freedom of choice for learners, and is limited to subjects that can be properly sequenced. However, it ensures active participation and simplicity.
3. When used properly, programmed learning techniques like linear programming can effectively lead students toward learning goals by structuring material in a gradual, reinforced manner.
The document discusses programmed instruction, which involves breaking subject matter into smaller, sequentially ordered units and presenting them to students for self-paced learning. It describes the characteristics, principles, advantages, and two varieties (linear and branched programming) of programmed instruction. The conclusion reiterates that programmed instruction is an individualized instructional technique aimed at ensuring students master specified learning goals.
This document provides an overview of programmed instruction, self-directed learning (SDL), computer-assisted instruction (CAI), and e-learning. It defines each topic and discusses their characteristics, principles, types, advantages and limitations. Programmed instruction breaks content into small steps and provides feedback, while SDL emphasizes learner ownership and self-management. CAI uses computers to deliver instruction through various modes like tutorials and simulations. E-learning utilizes online resources and internet connectivity for distance learning.
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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2. Introduction
A variety of personalized instructional techniques and
technologies were developed in 1950s. Programmed learning, teaching
machines, cybernetics, personalized system of instruction. Programmed
instruction represents an effective strategy in the teaching – learning
process. It is a highly individualized strategy which has been found to be
quite useful for classroom instruction as well as self – learning or auto
instruction. Programmed Learning or Instruction emerged out of
experimental research on operant conditioning which was formulated by
B.F. Skinner and law of effect which was proposed by E.L. Thorndike.
Programmed learning has a long past. Socrates, the great philosopher
teacher, is said to be one of the earliest programmers. He developed a
programme in geometry which was recorded by him discipline Plato, in
the 'Dialogue'. It is said Socrates guided his followers to knowledge
through questions from 'fact to fact' and from 'insight to insight'. The
tutorial System adopted by British universities is considered the next phase
of programmed instruction. In this system there is a continuous exchange
of questions and answers between the tutor and his students. Some direct
relevance to programming is found in Thorndike’s law of effect. The
concept of reinforcement by reward of satisfaction is an important feature
of programmed instruction. Programmed instruction, is an advanced
form, was initiated, is an advanced form, was initiated by Prof. Sydney L.
Pressey, the inventor of a teaching machine. In this device a question was
followed by a number of answers. The machine would provide the next
item only after the correct response key was pressed.
Content
3. Programmed learning involves instruction with carefully specified
goals and skillfully arranged learning experiences, which are self –
instructional and self corrective. Thus programmed instruction is a new
path towards automation and individual learning or instruction.
Smith and Moore (1962) describe “programmed instruction is the
process of arranging the material to the learned into a series of sequential
steps, usually it moves the student from a familiar background into a
complex and news set of concepts, principles and understanding”. Harold.
W. Bernard's view: "programmed learning refers to the arrangement of
instructional material in progressive sequences".
Edgar Dale's view: "programmed instruction in systematic, step by step
self – instructional program aimed to ensure the learning of stated
behavior".
Characteristics of Programmed Learning
1) The content of broken into small easy steps and each step is
presented in several sentences each called a 'Frame'.
2) The frames are arranged sequentially.
3) Most of the frames require that the learner makes some kind of
response – an answer to the question, an activity to demonstrate the
understanding of the material - that is frequent response is elicited
from the students.
4) The student is provided with immediate confirmation of the right
answer that is learner is provided immediate reinforcement. In case
he is correct his response is reinforced and if he is wrong, he may
correct himself by receiving the correct answer.
4. 5) Units are arranged in a careful sequence such that is shapes the
behaviour of a learner.
6) It is the interaction between the learner and learning material which
is emphasized in programmed learning. Here is the learner is active
and is motivated to learn and respond.
7) Programmed Learning provides self – pacing and thus learning may
occur at an individual rate rather than general, depending upon
nature of the learner learning material and learning situation.
8) It calls for the overt responses of the learner which can be readily
observed, measured and effectively controlled.
9) It has provision for continuous evaluation which helps in
improving the student’s performance and quality of programmed
learning material.
10) The content and sequence of all frames are subject to actual tryout
with the pupils and are revised on the data gathered based on the
response of the learner.
11) Goals to be achieved are also evaluated and stated specifically.
12) In programmed learning, the suitability and appropriateness of the
material depends on the learner. If the learner makes mistakes, the
programmed material should be rejected.
Principles of programmed Learning
5. A good programmed learning material incorporation good
principles of learning. The basic idea of programmed learning is that most
efficient, pleasant and permanent learning must take place,
The following are the principles
a) Principle of small steps
A programme is made up of a large number of small, easy to take
steps. A student can proceed from knowing very little about a topic to
mastery of the subject by going through a programme.
b) Principle of Active Responding
The principle rests on the assumption that a learner learns better by
being active. Programming provides opportunity for learner to respond
frequently. It not only presents material to the learner but also induces a
sustained activity.
c) Principle of Immediate confirmation
The psychological phenomenon of reinforcement is the basis of this
principle necessity of providing immediate confirmation is important from
two points of view.
1) The learner will not wildly guess
2) When the learner is not sure of the response he or she needs to
be confirmed of the correctness of the response or provided with the right
response.
d) Principle of self – pacing
Programmed learning is a technique of individualized learning. It is
based on another assumption that learning can take place better if an
individual is allowed to learn at his own pace. The pupil is not forced to
move with other members of the class. Some students naturally learn more
6. rapidly or more slowly than others. In a normal classroom some students
may be left – behind as they are not able to keep pace with the teacher but
here the learner in able to learn at his own pace. This principle controls
individual difference in the process of learning.
d) Principle of student Testing
Continuous evaluation of the learning process helps in maximizing
learning is another assumption on which programmed learning is based.
The student leaves behind a record of his response because he is required
to write a response for each frame on a response sheet. This detailed
record helps in revising the programme and also provided a feedback to
the teacher about the student’s progress.
Styles of Programming
In programmed learning the presentation of the instructional
materials. Or subject matter to the learner is a suitable form is termed as
programming. Some programming styles are
1. Linear of Extrinsic Programming
2. Branching Or Intrinsic Programming
3. Methetics Programming
4. Ruleg/Egrule System of programming.
5. Computer Assisted Instruction (CAI)
6. Learner Controlled Instruction (LCI)
The first three styles that is linear branching and mathetics represent the
actual basic formats.
Linear or Extrinsic Programming
7. Skinner and his associates are the Originators of the linear type of
programme. This type of programming is directly related with his theory
of Operant Conditioning and in based on the assumption that human
behaviour can be shaped or conditioned gradually, step by step with
suitable reinforcement for each desired response. In this programming
questions are asked directly and the learner is required to think and write
down his answer – thus the answers are referred to as 'constructed
responses'.
In this type of programme, every learner start from the initial frame
and ends at the terminal frame following the same sequence. Every student
must go through each and every frame in a straight line fashion – hence it
is called a linear programme. But each student has the liberty to complete
the programme at his own pace and ability.
Formed of Linear Programming
Subject matter is broken down into very small steps and each step is
presented in proper sequence. The active responses of the learner are
immediately reinforced in the succeeding frame.
1. Information
2. Question
Frame # 1 3. Response
4. Cue (optional)
cue (
1.correct answer to question in frame
1(feedback, Reinforcement)
Frame # 2 2.Stimuli
3.Question
4.Response
5.Cue (Optional)
1.Correct answer to question in Frame2
Frame #3 2.Information
3. Question
4. Response
5. Cue Optional
8. Graphical Representation of Linear frame.
Path of Learning
Principles of Linear Programming
1. Principles of small steps.
2. Principle of immediate confirmation.
3. Principle of advice responding.
4. Principle of self-pacing.
5. Principle of student testing.
Important features of linear programming
1. Linear: Every learner follows the same path. The learner starts from
the initial frame and goes to terminal frame in the series of short
steps following the same sequence.
2. Small Steps: Programme is composed of small steps which contain a
single idea ,example or rule.
3. Controlled Response : The responses and order are decided by the
programmer and in each step only one response is required.
4. Response is Emphasised: Here importance is given to the response
and the learner is forced to respond in each frame.
Frame 1
fr
Frame 2
fr
Frame 3
fr
Frame n
fr
Entry Behaviour Terminal Behaviour
9. 5. Provision of cues and prompts : Provision for cues or prompts to
minimise error are made especially in the beginning frames .
6. Feedback is quick: The learner is able to compare his response with
the programmers answer immediately. Hence it acts as a motivating
factor.
7. Self pace: Each Learner works at his or her own speed and is
discouraged from cheating.
8. Active Response: The responses are to be given after a critical
observation and comprehension of the frame and learner can
proceed further only after responding. Hence no learner can be a
silent spectator .
Limitation of Linear programming
1. Lack of motivation: The Linear, fixed nature of learning tends to
make it dull, uninspiring, and uninteresting.
2. Time Consumption: Since the steps are small and many it consumes
a lot of time to cover the subject matter.
3. Freedom of choice is curtailed: Since the responses are controlled
and learner has to answer in a few words, the creativity of the
learner is not brought out.
4. Guessing: The blank type of responses and cues generally help the
learner to guess the answer.
5. Costly: The large number of steps makes the preparation and
presentation costly as it requires lots of paper.
6. Applicability: It can be used in few areas where responses are
measurable such as maths and science.
10. 7. Scope for flexibility unless: The same programme may not be
optimally effective for all learners. Learners differ both in previous
experience and latent inherent abilities. Hence, the same sequence
may at times prove counterproductive.
8. Learner Honesty cannot be Assumed at all Times: Since answers are
available in the next frame we cannot expect all students to be honest
at all times. We also cannot be sure that students don't skip frames.
9. Variety is not Ensured: Learners do not search out concepts and
think of various possibilities. Judgment and integration are not
encouraged.
10.Rigid Following: Learners are not allowed to diversify and all are
expected to follow a rigid line prescribed by programme.
Branched Programming
Branching Programme was developed by Norman. A .Crowder,
hence it is also known as Crowderian Model. Crowder defines this style of
programming as: "It is a programme which adapts to the needs of the
students without the medium of extrinsic devices as a computer. It is
called intrinsic because the learner within himself makes the decision, to
adapt the instruction to his or her needs".
In comparison to Linear programming the frame size and amount of
information given is more and is followed by multiple choice type of
question. Out of the choices, only one answer is correct. If the learner
chooses the correct answer he is informed of the correctness of the answer
and is motivated to proceed to the next frame along the main path of
learning of the programme .If the answer is wrong the learner is told why
he or she is wrong and he or she either returns to the main line or is routed
11. back to the original frame to reread along a remedial frame till he chooses
the right answer.
Principles of Branching Programming
1. Principles of Exposition: This principle is based on the fact that the
learner should perceive globally the matter to which he is exposed.
Hence the whole concept is presented to the learner in paragraphs or
a page on the home page.
2. Principle of Diagnosis: This principle refers to the need to identify
the weakness of the learner. A multiple choice format is used to
diagnose the shortcomings of the learner and the extent to which he
could learn the concept.
3. Principle of Remediation: The remedial instruction is provided on
the wrong page. On the basis of diagnosis, remediation is provided.
Features of Branching Programme
1. The instructional material is divided into frames. In each frame
information running into one or two paragraphs or even a page is
provided.
2. After going through the frame, the learner has to respond to a
multiple choice question. He has to discriminate among the choices
provided and choose a correct response.
3. The learner moves forward if he answers correctly but is diverted
(branched) to remedial frames if he chooses the wrong answer.
4. This cycle goes on till the learner passes through the entire material
at his own pace.
12. 5. Branching programme can be produced in a teaching machine or in
a book form. The book will be in the form of a scrambled text as the
matter does not follow a normal sequence.
Types of Branching Programme
a. Backward Branching
The learner goes from first frame to second frame only if he chooses
the correct response. If he makes an error, he is routed through a remedial
frame where he is given some more help in understanding the concept
and arriving at the correct solution. He is led back to the original frame.
He reads again answer correctly in light of the remedial material received
earlier. So the learner goes through the same frame till he arrives at the
correct answer. Backward branching is represented as.
b. Forward Branching
In this type of programming , the learner is always going forward to
a new page irrespective of his choosing the right or wrong answer. When
he makes a wrong choice, he is directed to a remedial frame where his
mistake is explained.
Main
Frame I
Remedial
Frame
Remedial
Frame
2 3
13. At times the learner is asked another question and then after he
gives the correct answer the learner proceeds to a new page. This type of
programming can be represented
1
2 3
Remedial Frame
Limitations of a Branching Programme
1. The multiple choice type of questions may encourage guessing. It is
probable that the learner can find the correct answer by the process
of elimination or guessing rather than by understanding of subject
matter.
2. Branching Programme cannot cater to the needs of all individuals
since it is not possible to provide infinite branching.
3. Cost of branching programming in exhorbitant and it would be very
difficult to reprogramme and modify programmes periodically.
4. This style of programming is suitable only for older children (high
school) since younger children cannot understand the mechanism.
N
RF
RF
14. Assumptions of Branching Program
1. Needs of the learner
2. Wholeness of the content
3. Meaningful units
4. Analysis of the task
5. New Material
6. No hindrance by errors
7. Remediation
8. Multiple choice items
9. Sufficient freedom
10.Discrimination
Principles of Branching programme
1. Principle of exposition
2. Principle of diagnosis
3. Principle of remediation
Advantages and Application of programmed Instruction
1. Programmed instruction provides opportunities for the use of self –
instructional devices which aid students in task of self-learning.
2. Programming leads to individualization of process of teaching
learning.
3. Programming help in revolutionizing, developing and providing
techniques of mass education and self-education.
4. Programming assists teachers to cater to individual differences since
it basically helps the learner to pace his learning.
15. 5. The students are motivated and hence problems of indiscipline and
problems due to group setting are minimised.
6. Programming makes instruction effective since it is based on sound
psychological principles.
7. Programmed instruction helps in the development of integrative
judgment and creative learning. The power of discrimination and
making immediate and effective responses is developed through
such instruction.
8. Programmed instruction material helps teachers to devote more time
for creative work since they can be fed from jobs like drill and
practice routines.
9. A programme is not a human being and hence can be used at any
time of the day. Hence these materials can be used in the field of
non-formal education and distance education.
10.Each programme has to be validated in this process it may be
rewritten and revised a number of times .If proper learning donot
result the programme is revised and the learner is not blamed. This
positive attitude is not observed in classroom teaching where there is
a tendency to blame the students than teacher when students fails to
learn.
Comparison between Linear programming and Branching programming
Aspect under
comparison
Linear Programming Branching
Programming
1. propagator B.F. Skinner . Norman. A.
Crowder.
2.
Background
Psychology laboratory
experiments learning theories.
Industrial efficiency
theories human
training techniques.
3. Operant conditioning – based Configuration
16. Theories based on response centered
approach
theories – based on
learning that is
problem solving
approach – stimulus
centered approach
4.
Principles
Five fundamental principles -
small steps, active responding,
immediate confirmation, self-
pacing and student testing
Three principles -
Exposition, diagnosis
and Remediation.
5.Assumption Its assumptions are
a) Students in better if
content is presented in
small units.
b) Student’s response
should be immediately
reinforced for learning.
c) Student’s errors hinder
learning.
d) Student learns better if
he gets the freedom to
learn.
Its assumptions are
a) Students learn
better if he is
exposed to
whole content.
b) Student’s error
helps in
diagnosis and
does not
necessarily
hide learning.
c) Students learn
better if
remediation is
provided
simultaneously
along with the
error
committed.
6.Frame Size Small steps – 15-25 words in 1
or 2 sentences.
Large steps – one or
two paragraphs or
even one page.
7. Number of
steps.
Large Small
8. Frame
Structure.
Stimulus – Response –
Reinforcement
Stimulus – Response
– Remedy –
Reinforcement
9. Types of
Frame.
Four types – Introductory,
Teaching, Practice and Testing
frames.
Two types – Home
page – Teaching and
Diagnosis. wrong
page – Remediation
is given.
10.Response. Constructed Response – Multiple choice –
17. controlled by programmer -
Fill up the blanks type.
choosing – controlled
by learner.
11.Purpose of
Response.
Fixing of learning Measurement or
Diagnosis of learning
12.Reinforcement. Confirmation of correctness of
response – wrong response is
ignored.
Correct response is
confirmed and
approved and wrong
response is remedied.
13.Presentation.
a)Type of Text
b)Machine
Usual textbook style - pages
are in normal sequence
Teaching machine Cheap
model
Scrambled book –
The sequence of
pages is not followed.
Complex – computer
– costly type .
14.
Error Rate
15.Utility and
appropriateness.
Less about 5%
1) Lower class.
2) Knowledge and
understanding
objectives.
3) More useful in
concept formation.
4) Normal and less
intelligent pupils.
20% in general
1) Higher classes.
2) Higher order
teaching,
Objectives –
analysis,
problem
solving etc
3) More useful in
concept
comparison
4) Talented and
creative pupils
In programmed Instruction students have
compulsorily respond to move forward and feedbacks given to him
immediately. In traditional teaching all students need not respond and all
teachers donot practice continuous evaluation. In programmed
Instruction. care is taken to see that students interest is sustained by
praise and immediate feedback. The programmed style itself has its roots
in Psychological Theories. The subject matter is broken into small frames
and presented keeping in mind principles like single to complex in
programmed Instruction. A Programme is developed empirically through
18. a series of tryouts . Programmes are repeatedly refined with effective
frames being retained and ineffective ones discarded or modified based
on Evaluation.
19. Conclusion
Programmed learning represents one of the effective innovations in
teaching learning process. Our classroom are over-crowded and
providing individual attention is an impossible task for single Teacher..
Inorder to cater to individual differences, books in programmed learning
need to be written and they serve the purpose of individualization.
Besides its use for instructional process, programmed learning can be
used as a feedback device for the modification of teacher behavior and
improving his teaching efficiency. It is different from traditional teaching
in case of valuation, Organization of subject, Psychological basis,
Motivation, Feedback and Group versus Individual Instruction.
20. Reference
1. Dr. Vanaja. M, 'Educational Technology', Neelkamal Publications,
First edition 2004, New Delhi
2. Dr. P.S. Chandra Kumar, Dr. A. Joycilin Shermila ' Pedegogy of
Teaching Enlish, AV Parvathy Publications, 2012
3. www.wikipedia.com
21. NEW COMER
As One Wonder of God, I myself
a lifeblood in a safety mirage.
Miracle handsof divine nourishes,
fostered me, day after day.
No thought, no expression and nothing
Guideto the land of the mortals.
One dayI began to cleave the
Socket and enter the world of
knowledge, unknowinglyand unaware,
Began to recreate myself with Nature
Without loosing pleasure, ecstasies
Bliss on the land of New
Without understanding myrole
Stretches my arms and fingers
And standson the lap of the
Mother Earth, the Tree.
Sapna. S
Optional: English