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Programmed Instruction

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2K views

Programmed Instruction

289 No response required

Uploaded by

Priya Singh
Copyright
© © All Rights Reserved
Available Formats
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PROGRAMMED INSTRUCTIONS

Prepared by :
PRIYA SINGH
ROLL NO. : 16
PROGRAMMED INSTRUCTION

“A progressively monitored ,step by step


teaching method, employing small units
of information or learning material and
frequent testing, whereby the student
must completer or pass one stage before
moving on to the next.”
INTRODUCTION

 The term programming learning has been coined from


the principles of operant learning or conditioning
developed by the psychological laboratories on the
basis of experimental studies conducted on animals
by B.F. Skinner of Harvard University.
 This concept was used to development of self learning
material or programmed learning and teaching
machines.
 B.F. Skinner and his companions had first started
‘programmed learning’ in 1943.
MEANING OF PROGRAMMED INSTRUCTION

 Programmed instruction is the process of arranging


the material to be learned into a series of sequential
steps that is from known to unknown.
 - Smith and Moore
 Programmed learning is a method of designing a
reproducible sequence of instructional events to
produce a measurable and consistent effect on
behaviour of each and every acceptable students.
 - Susan Markel
CHARACTERISTICS OF PROGRAMMED
INSTRUCTIONS
 Individualized Instructional System
 Logical Sequence of the material
 Auto- instructional system
 Material is presented in small steps
 Learner’s own speed
 Immediate Knowledge of results
 Constant Evaluation
FUNDAMENTAL PRINCIPLES

 Principle of behavioral analysis and objective


specification
 Principle of small steps
 Principle of active (overt) responding
 Principle of minimal error
 Principle of immediate feedback
 Principle of self pacing
 Principle of validation(testing)
CLASSIFICATION OF PROGRAMMED
INSTRUCTION LEARNING BY F.O EDWARD
 Mandatory Principles
 Obligatory Principles
MANDATORY PRINCIPLES

 Objective specification
 Self – pacing
 Empirical testing
OBLIGATORY PRINCIPLES

 Overt responding
 Immediate feedback
 Small step size
 Sequence of Subject Matter
 Types of Response
 Error rate
 Prompting
TYPES OF LINEAR PROGRAMMING

 Linear Programming
 Branching Programming
 Mathetics Programming
LINEAR PROGRAMMING

 Developed by B.F. Skinner


 Straight line and extrinsic in nature
 Subject matter is divided into very small steps known
as frames.
 All the frames are so small and sequenced that the
learner makes only correct response.
 If learner does not respond correctly ,he may required
either to repeat the frame or be acquainted with the
correct response.
DIAGRAMMATIC REPRESENTATION OF LINEAR
PROGRAMMING
Frames
1 2 3 4 5 6

Path of Learning

Terminal
Entry Behaviour
Behaviour
CHARACTERISTICS OF LINEAR PROGRAMMING

 Linear Arrangement
 Small steps
 Responses are controlled
 Responses are structural
 Active responding
 Immediate feedback
 Self- pacing
LIMITATIONS OF LINEAR PROGRAMMING

 Unchallenging and Uninspiring


 Individual differences are ignored
 Restricts the learner’s freedom of choice.
 Does not permit flexibility
 Encourages guess work and obstructs real learning.
 No scope for flexibility, creative thinking and for the
development of the judgmental abilities of students.
BRANCHED PROGRAMMING

 Developed by Norman A. Crowder (1960)


 Called Intrinsic Programming
 The student should select the answer for the question
(Objective Type)
 If student's answer is correct he will lead to the next
frame.
 If student's answer is wrong he will lead to the
remedial frame.
 After the remedial frame he will directed to the main
frame.
SCHEMATIC REPRESENTATION OF BRANCHING
FRAME

Content Frame Remedial Frame


• Repeating student’s • Repeating the
response student’s response
• Positive confirmation • Negative confirmation
• New information • Reasons as to why he
• Questions is wrong
• Alternative answers • Further explanations
followed by directions in simple language
to the learner to • Directions as to where
relevant page the learner should go
next.
DIAGRAMMATIC REPRESENTATION OF
BRANCHED PROGRAMMING

F 1.1

Incorrect response

F1 F2
Correct
response
BASIC ASSUMPTIONS OF BRANCHING
PROGRAMMING
 Needs of the learner
 Meaningful units
 New material
 Traditional methods
 No hindrance by errors
 Multiple choice items
 Sufficient freedom
TYPES OF BRANCHING

Types of
Branching

Backward Forward
Branching Branching
CHARACTERISTICS OF BRANCHING
PROGRAMMING
 Based on traditional tutorial method
 Larger frame
 Multiple choice questions
 Alertness of learners
 Easier to develop frames
 Teaching and instruction
 Psychological and social motivation
LIMITATIONS OF BRANCHING PROGRAMMING

 Guessing
 Difficulty in multiple choice questions
 Difficulty in arranging the branching programme
 Not suitable for small children
 Costly
 No suitable feedback
 Programmer’s imagination
 Overlooks the need of shaping the behaviour of
students
MATHETICS PROGRAMMING

 Newest and controversial approach


 Comes from Greek word ‘ Mathein’ means ‘to learn’.
 Devised by Thomas F. Gilbert (1962)
 Based upon the systematic application of the
reinforcement theory to the analysis and construction
of complex behaviour repertoire usually known as
subject- matter mastery and skills.
CHARACTERISTICS OF MATHETICS
PROGRAMMING
 Unit for mathetic sequence is called ‘exercise’
 No restriction on its size
 Each exercise assumes the reinforcement value of
accomplishment
 Use of the technique of retrogressive or backward
chaining
 Backward or retrogressive chaining is a typical feature
BASIC STEPS IN WRITING A MATHETICAL
PROGRAMME
 Data collection and task analysis
 Prescription for mastery
 Characterization
 Exercise writing
IIUSTRATIONS OF MATHETICS PROGRAMMING

 Mathetical programme. Do whatever the programmer


asks. If you come to the blank (…) put the correct
word, number, symbol, or whatever in the blank.
 When a response is required ,you will find the correct
response on the lower part of the page. Check your
answer, then go on the next.
PROGRAMME 1

 1. To find the square of two- digit number ending in 5.


 A) Multiply the first digit by the next consecutive
number.
 B) Write 25 to the right of the result.
 No response required
PROGRAMME 2

 2. To find the square of 16


 A) Multiply the first digit (1) by next consecutive
number (2), 2
 B) Write 56 to the right of (2), 256
 C) Square of 16 is 256
 No response required
PROGRAMME 3

 3. To find the square of 17.


 A) Multiply the first digit (1) by the next higher
consecutive number (2), 2
 B) Write 89 to the right of the result, 289
 C) The square of 17 is 289.

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