Individualized Instruction aims to adjust education to cater to each student's specific needs and abilities. It places responsibility for learning on students, improving their motivation. There are various approaches, including Programmed Instruction, which breaks content into small, logically sequenced steps with immediate feedback. Computer Assisted Instruction also enables self-paced, individualized learning through simulations, tutorials and practice. Overall, Individualized Instruction customizes education for varied student differences, abilities and paces of learning.
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 the lecture method as a teaching method. It defines a lecture as an oral presentation by a teacher to impart information to students on a particular subject. The document outlines different types of lectures including traditional, participatory, feedback, and mediated lectures. It discusses the purposes and principles of lecturing, as well as the advantages such as efficiency and role modeling, and disadvantages like limited attention spans. Finally, it provides techniques for effective lecturing such as controlling anxiety, spontaneity, voice quality, body language, speed of delivery, eliciting feedback, and managing time.
This document discusses programmed instruction, which is a systematic, step-by-step method of self-instruction aimed at ensuring students learn specified behaviors. Programmed instruction breaks material down into small, logical steps and requires active student responses with immediate feedback. It allows students to learn at their own pace in a self-paced manner. While programmed instruction can help students learn independently without an instructor, it is best suited for teaching cognitive objectives and may limit creativity. Developing effective programmed instruction also requires expert knowledge and time.
The source method uses original sources and materials in teaching to provide students with first-hand experiences that lead to a better understanding of the subject. It involves faculty demonstration of practical applications, group discussions to solve problems, and the use of real-life examples and incidents to explain concepts. Source methods are well-suited for MBA classes as they provide a sense of reality and develop students' data collection, critical thinking, and observation skills.
This document discusses programmed instruction, which breaks educational content into small, sequential steps with frequent student responses and feedback. It defines programmed instruction and lists its key characteristics and principles, including individualization, active student responding, immediate feedback, and self-pacing. The document describes the two main types - linear programming, developed by B.F. Skinner, and branched programming. Branched programming uses backward and forward branching to provide remedial frames depending on whether a student answers correctly. The advantages and limitations of programmed instruction are also summarized.
COMPUTERS IN EDUCATION - UNIT 6 - COMPUTER MANAGED LEARNING (CML) - B.ED - 8...EqraBaig
Computer managed learning (CML) is a technology that uses computers to manage the learning process through tasks like enrollment, assessment, and feedback. The computer's main role is record keeping and it does not provide direct instruction. CML individualizes instruction according to students' abilities and needs by monitoring progress, diagnosing weaknesses, and prescribing learning activities. It is an improvement over manual systems as it allows for more accurate analysis of student performance data to inform educational decisions.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
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 the lecture method as a teaching method. It defines a lecture as an oral presentation by a teacher to impart information to students on a particular subject. The document outlines different types of lectures including traditional, participatory, feedback, and mediated lectures. It discusses the purposes and principles of lecturing, as well as the advantages such as efficiency and role modeling, and disadvantages like limited attention spans. Finally, it provides techniques for effective lecturing such as controlling anxiety, spontaneity, voice quality, body language, speed of delivery, eliciting feedback, and managing time.
This document discusses programmed instruction, which is a systematic, step-by-step method of self-instruction aimed at ensuring students learn specified behaviors. Programmed instruction breaks material down into small, logical steps and requires active student responses with immediate feedback. It allows students to learn at their own pace in a self-paced manner. While programmed instruction can help students learn independently without an instructor, it is best suited for teaching cognitive objectives and may limit creativity. Developing effective programmed instruction also requires expert knowledge and time.
The source method uses original sources and materials in teaching to provide students with first-hand experiences that lead to a better understanding of the subject. It involves faculty demonstration of practical applications, group discussions to solve problems, and the use of real-life examples and incidents to explain concepts. Source methods are well-suited for MBA classes as they provide a sense of reality and develop students' data collection, critical thinking, and observation skills.
This document discusses programmed instruction, which breaks educational content into small, sequential steps with frequent student responses and feedback. It defines programmed instruction and lists its key characteristics and principles, including individualization, active student responding, immediate feedback, and self-pacing. The document describes the two main types - linear programming, developed by B.F. Skinner, and branched programming. Branched programming uses backward and forward branching to provide remedial frames depending on whether a student answers correctly. The advantages and limitations of programmed instruction are also summarized.
COMPUTERS IN EDUCATION - UNIT 6 - COMPUTER MANAGED LEARNING (CML) - B.ED - 8...EqraBaig
Computer managed learning (CML) is a technology that uses computers to manage the learning process through tasks like enrollment, assessment, and feedback. The computer's main role is record keeping and it does not provide direct instruction. CML individualizes instruction according to students' abilities and needs by monitoring progress, diagnosing weaknesses, and prescribing learning activities. It is an improvement over manual systems as it allows for more accurate analysis of student performance data to inform educational decisions.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Programmed instruction is a method of self-instruction that uses machines or specially prepared books to teach information in a step-by-step manner. It breaks subject matter into small frames and sequences them to present material in small pieces while requiring frequent student response. This allows students to learn at their own pace with immediate feedback on their answers. There are two main types: linear programming which presents frames in a straight line, and branching programming which allows students to take different paths through remedial frames depending on whether their answers are right or wrong. Programmed instruction aims to control learning conditions, promote self-paced learning, and continuously evaluate students.
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
The document discusses summative evaluation. Summative evaluation occurs at the end of an instructional period and judges student achievement and mastery of course content. It is used to assign grades and evaluate how well instructional objectives were met. Some purposes of summative evaluation include providing information for grading, promoting students, and evaluating educational programs and methods. The document outlines the characteristics, functions, advantages, and disadvantages of summative evaluation. Examples given of summative evaluation include end-of-unit tests, end-of-term exams, and scores used for school and student accountability.
This document describes the purpose and process of creating a question bank. It defines a question bank as a planned library of test items designed to assess predetermined objectives. The key points are:
- A question bank aims to improve the teaching and evaluation processes by providing a pool of validated questions that cover the entire curriculum.
- Developing a question bank involves planning, collecting questions, validating questions through analysis, and storing questions for future use in assessments.
- A question bank has several uses, including aiding instruction, preparing study materials, evaluating student progress, and setting exam papers.
This document outlines the steps in a Herbartian lesson plan approach. It describes the key components of a lesson plan, including preparation, presentation of new material, comparison of new ideas to past knowledge, generalizing concepts, applying knowledge, and recapitulating to assess learning. The document also notes that daily lesson plans guide instruction and vary based on factors like the teacher's preferences, subject area, and student needs.
“Programmed instruction is planned sequence of
experiences, leading to proficiency in terms of stimulus
response relationship”
-James E Espich &Williams
Team teaching originated in 1954 at Harvard University and involves two or more teachers sharing responsibility for student instruction. It has the objectives of improving instruction quality by utilizing teacher talents and resources. Characteristics include flexible planning, shared responsibility, and consideration of student and school needs. Procedures include planning, organizing instruction such as lead lectures, and evaluating student performance. Advantages are improved learning outcomes for students and professional development for teachers. Disadvantages can include lack of training, role conflicts, and loss of individual autonomy.
This document discusses the lecture method of teaching. It defines a lecture as a carefully planned expository address by a teacher on a particular topic. It provides guidelines for an effective lecture, including organizing the classroom, preparing lesson plans, maintaining eye contact, using audiovisual aids, clarifying concepts, and managing time. The document also lists merits of the lecture method such as stimulating critical thinking and catering to large groups, and demerits like keeping students passive and not allowing individual pacing. Essentials of a good lecture are tailoring speech to the topic and students, using proper body language, and clarifying concepts with examples.
1. The document discusses the historical foundations of education in India under British rule from 1813-1854. It outlines key acts and policies that shaped the education system, including the 1813 Charter, the establishment of the General Committee of Public Instruction in 1823, Lord Macaulay's 1835 education policy, and Wood's Dispatch of 1854.
2. Wood's Dispatch laid the foundation for a coordinated education system across India and recommended establishing universities, schools at various levels, and vocational education. It also supported education for women and the teaching of local languages while establishing English as the medium of instruction.
The source method uses original sources and materials in teaching to provide students with first-hand experiences that lead to a better understanding of the subject. It involves faculty demonstration of practical applications, group discussions to solve problems, and the use of real-life examples and incidents to explain concepts. Source methods are well-suited for MBA classes as they provide a sense of reality and develop students' data collection, critical thinking, and observation skills.
The document discusses the lecture method of teaching. It defines a lecture as a discourse given by a teacher to students on a given subject for instructional purposes. The key purposes of lectures are to stimulate thinking in students, develop concentration, achieve cognitive objectives, and influence learning habits. An effective lecture includes an introduction to engage students, a body to cover content in an organized manner, and a conclusion to summarize main points. Lectures allow for presenting information to many students at once but do not promote individual needs or independent learning.
This document discusses the project method of teaching and learning. It defines the project method according to different authors and outlines the key characteristics. There are four main types of projects described: projector type, consumer type, problem type, and drill type. The document outlines the essentials of a good project, the process of organizing a project from selecting it to evaluating it, and the role of the teacher. Finally, it discusses the advantages and disadvantages of using the project method.
Here are the key points about the role of teachers in CAI/CAL:
- Guide and facilitate students' learning. Monitor their progress.
- Design and develop appropriate CAL modules/programs based on curriculum.
- Train students in using computers and CAL programs effectively.
- Provide support and clarify doubts when students face difficulties in understanding concepts.
- Evaluate and improve existing CAL programs based on students' feedback. Develop new programs.
- Use CAI/CAL as a supplement rather than replacement for traditional teaching. Optimize use of both methods.
- Act as facilitators and guides rather than only information providers during CAI/CAL sessions.
So in summary, teachers play an important role
Personalized System of Instruction(PSI)Keller planSuresh Babu
Suresh Babu G is a lecturer in general education at MGUCTE Nedumkandam. The document provides his name and title as well as the name of the institution where he works as a lecturer in general education.
This document discusses the discussion method of teaching. It defines discussion method as an open exchange of ideas between a teacher and students or among students. The document outlines the objectives of using discussion method, which is to define discussion, discuss types of discussion, and advantages and disadvantages. It then describes various types of discussion like panel, formal, informal, and parliamentary discussion. The document concludes by noting the importance of planning when conducting discussion method to keep students on track and meet the objectives.
The document outlines various aims of education, including individual aims like moral and spiritual development, social aims like becoming a useful member of society, and vocational aims like preparing students to earn a livelihood. It also discusses intellectual aims of developing intelligence, cultural aims of becoming cultured, moral aims of promoting values like honesty, and citizenship aims of growing as productive members of society. The document also mentions aims related to physical health, character development, leisure, and aims proposed by various education commissions and policies over time like the National Policy on Education and National Curriculum Framework.
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
The document discusses the inductive teaching approach. It explains that with this approach, the teacher presents students with examples to help them induce and notice patterns and derive rules on their own. Students analyze examples to make comparisons and generalizations. This leads them to form rules with the teacher's guidance. They then practice applying the rules with more examples. This approach encourages active student participation and engagement in the learning process.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
This document discusses self-learning modules as a teaching strategy. It defines self-learning modules as documents containing all necessary knowledge for students to achieve educational objectives independently of teachers. The document outlines the components of self-learning modules, including objectives, content, activities, and pre-tests/post-tests. It also discusses the role of teachers in facilitating self-directed learning and developing guidelines for creating self-learning modules.
This document discusses teaching methodology and the elements of an instructional system. It outlines 10 key elements: specifying objectives, selecting content, assessing student entry behavior, learning strategies, classroom organization, allocating time, allocating learning spaces, selecting resources, evaluating performance, and providing feedback. The role of the teacher is also discussed, including being the designer of the instruction program, having subject matter expertise, writing objectives, choosing resources and techniques creatively, and assessing/evaluating teaching.
Programmed instruction is a method of self-instruction that uses machines or specially prepared books to teach information in a step-by-step manner. It breaks subject matter into small frames and sequences them to present material in small pieces while requiring frequent student response. This allows students to learn at their own pace with immediate feedback on their answers. There are two main types: linear programming which presents frames in a straight line, and branching programming which allows students to take different paths through remedial frames depending on whether their answers are right or wrong. Programmed instruction aims to control learning conditions, promote self-paced learning, and continuously evaluate students.
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
The document discusses summative evaluation. Summative evaluation occurs at the end of an instructional period and judges student achievement and mastery of course content. It is used to assign grades and evaluate how well instructional objectives were met. Some purposes of summative evaluation include providing information for grading, promoting students, and evaluating educational programs and methods. The document outlines the characteristics, functions, advantages, and disadvantages of summative evaluation. Examples given of summative evaluation include end-of-unit tests, end-of-term exams, and scores used for school and student accountability.
This document describes the purpose and process of creating a question bank. It defines a question bank as a planned library of test items designed to assess predetermined objectives. The key points are:
- A question bank aims to improve the teaching and evaluation processes by providing a pool of validated questions that cover the entire curriculum.
- Developing a question bank involves planning, collecting questions, validating questions through analysis, and storing questions for future use in assessments.
- A question bank has several uses, including aiding instruction, preparing study materials, evaluating student progress, and setting exam papers.
This document outlines the steps in a Herbartian lesson plan approach. It describes the key components of a lesson plan, including preparation, presentation of new material, comparison of new ideas to past knowledge, generalizing concepts, applying knowledge, and recapitulating to assess learning. The document also notes that daily lesson plans guide instruction and vary based on factors like the teacher's preferences, subject area, and student needs.
“Programmed instruction is planned sequence of
experiences, leading to proficiency in terms of stimulus
response relationship”
-James E Espich &Williams
Team teaching originated in 1954 at Harvard University and involves two or more teachers sharing responsibility for student instruction. It has the objectives of improving instruction quality by utilizing teacher talents and resources. Characteristics include flexible planning, shared responsibility, and consideration of student and school needs. Procedures include planning, organizing instruction such as lead lectures, and evaluating student performance. Advantages are improved learning outcomes for students and professional development for teachers. Disadvantages can include lack of training, role conflicts, and loss of individual autonomy.
This document discusses the lecture method of teaching. It defines a lecture as a carefully planned expository address by a teacher on a particular topic. It provides guidelines for an effective lecture, including organizing the classroom, preparing lesson plans, maintaining eye contact, using audiovisual aids, clarifying concepts, and managing time. The document also lists merits of the lecture method such as stimulating critical thinking and catering to large groups, and demerits like keeping students passive and not allowing individual pacing. Essentials of a good lecture are tailoring speech to the topic and students, using proper body language, and clarifying concepts with examples.
1. The document discusses the historical foundations of education in India under British rule from 1813-1854. It outlines key acts and policies that shaped the education system, including the 1813 Charter, the establishment of the General Committee of Public Instruction in 1823, Lord Macaulay's 1835 education policy, and Wood's Dispatch of 1854.
2. Wood's Dispatch laid the foundation for a coordinated education system across India and recommended establishing universities, schools at various levels, and vocational education. It also supported education for women and the teaching of local languages while establishing English as the medium of instruction.
The source method uses original sources and materials in teaching to provide students with first-hand experiences that lead to a better understanding of the subject. It involves faculty demonstration of practical applications, group discussions to solve problems, and the use of real-life examples and incidents to explain concepts. Source methods are well-suited for MBA classes as they provide a sense of reality and develop students' data collection, critical thinking, and observation skills.
The document discusses the lecture method of teaching. It defines a lecture as a discourse given by a teacher to students on a given subject for instructional purposes. The key purposes of lectures are to stimulate thinking in students, develop concentration, achieve cognitive objectives, and influence learning habits. An effective lecture includes an introduction to engage students, a body to cover content in an organized manner, and a conclusion to summarize main points. Lectures allow for presenting information to many students at once but do not promote individual needs or independent learning.
This document discusses the project method of teaching and learning. It defines the project method according to different authors and outlines the key characteristics. There are four main types of projects described: projector type, consumer type, problem type, and drill type. The document outlines the essentials of a good project, the process of organizing a project from selecting it to evaluating it, and the role of the teacher. Finally, it discusses the advantages and disadvantages of using the project method.
Here are the key points about the role of teachers in CAI/CAL:
- Guide and facilitate students' learning. Monitor their progress.
- Design and develop appropriate CAL modules/programs based on curriculum.
- Train students in using computers and CAL programs effectively.
- Provide support and clarify doubts when students face difficulties in understanding concepts.
- Evaluate and improve existing CAL programs based on students' feedback. Develop new programs.
- Use CAI/CAL as a supplement rather than replacement for traditional teaching. Optimize use of both methods.
- Act as facilitators and guides rather than only information providers during CAI/CAL sessions.
So in summary, teachers play an important role
Personalized System of Instruction(PSI)Keller planSuresh Babu
Suresh Babu G is a lecturer in general education at MGUCTE Nedumkandam. The document provides his name and title as well as the name of the institution where he works as a lecturer in general education.
This document discusses the discussion method of teaching. It defines discussion method as an open exchange of ideas between a teacher and students or among students. The document outlines the objectives of using discussion method, which is to define discussion, discuss types of discussion, and advantages and disadvantages. It then describes various types of discussion like panel, formal, informal, and parliamentary discussion. The document concludes by noting the importance of planning when conducting discussion method to keep students on track and meet the objectives.
The document outlines various aims of education, including individual aims like moral and spiritual development, social aims like becoming a useful member of society, and vocational aims like preparing students to earn a livelihood. It also discusses intellectual aims of developing intelligence, cultural aims of becoming cultured, moral aims of promoting values like honesty, and citizenship aims of growing as productive members of society. The document also mentions aims related to physical health, character development, leisure, and aims proposed by various education commissions and policies over time like the National Policy on Education and National Curriculum Framework.
Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
The document discusses the inductive teaching approach. It explains that with this approach, the teacher presents students with examples to help them induce and notice patterns and derive rules on their own. Students analyze examples to make comparisons and generalizations. This leads them to form rules with the teacher's guidance. They then practice applying the rules with more examples. This approach encourages active student participation and engagement in the learning process.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
This document discusses self-learning modules as a teaching strategy. It defines self-learning modules as documents containing all necessary knowledge for students to achieve educational objectives independently of teachers. The document outlines the components of self-learning modules, including objectives, content, activities, and pre-tests/post-tests. It also discusses the role of teachers in facilitating self-directed learning and developing guidelines for creating self-learning modules.
This document discusses teaching methodology and the elements of an instructional system. It outlines 10 key elements: specifying objectives, selecting content, assessing student entry behavior, learning strategies, classroom organization, allocating time, allocating learning spaces, selecting resources, evaluating performance, and providing feedback. The role of the teacher is also discussed, including being the designer of the instruction program, having subject matter expertise, writing objectives, choosing resources and techniques creatively, and assessing/evaluating teaching.
Individualized instruction is a teaching method where students receive one-on-one instruction and self-paced learning based on progressive goals leading to course objectives. It allows students to work at their own pace and skip material they have mastered. However, it requires extensive record keeping by teachers and lesson plans that engage all students. Schools must ensure students are making satisfactory progress and receiving instruction from licensed teachers, not just using school facilities. Due to the intensive interaction needed, programs work best when new student starts are limited to no more than two per classroom per week.
Individualized instruction is a teaching method where students receive one-on-one instruction and self-paced learning based on progressive goals leading to course objectives. It is well-suited for skill-building courses like keyboarding and drafting. Benefits include allowing students to work at their own pace, not repeating material, and learning self-discipline. Drawbacks are that not all students benefit, it requires extensive recordkeeping and lesson planning, and space is needed for student materials. Procedures to ensure a sound program include assignment sheets, progress charts, student folders, limiting unrelated subjects taught together, and limiting new student starts to two per week.
This chapter discusses direct instructional strategies that are teacher-directed in a whole class format. It differentiates between deductive and inductive teaching strategies. Deductive strategies start with a known principle and then apply it to unknowns, while inductive strategies start with examples and build to principles. Direct instruction involves clear goals, careful monitoring of student outcomes, and consistent classroom organization. Techniques discussed include presentations, demonstrations, questions, and different types of student practice.
Individualised instruction, Meaning of individualised instruction, Definition of individualised instruction, Objectives of individualised instruction, Characteristics of individualised instructional Programmes, Methods of individualised instruction, conclusion
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.
The document discusses different teaching approaches and methods. It describes inquiry-based approaches like the inquiry method and problem-solving method, which allow students to explore, inquire and discover new things. It also covers direct instruction approaches like the lecture method. Other approaches discussed include constructivism, where students construct their own understanding; cooperative learning, where students work in groups; and reflective learning, where students learn through analyzing past experiences. Guidelines are provided for effective implementation of these various approaches.
1. Competency-Based Training Delivery (CBT) is an approach that focuses on developing the learner's competencies as a result of their training.
2. CBT principles include basing training on competency standards and curriculums, using modular and self-paced learning, assessing learners on work performance evidence, and allowing learners to enter and exit programs at different times and levels.
3. CBT differs from traditional education in that learners progress individually at their own pace, receive immediate feedback, and the trainer manages learning rather than instruction.
This document discusses various techniques for assessing student learning, including observation, projects, assignments, and worksheets. Observation allows assessing practical skills but requires time and can be subjective. Projects promote higher-order thinking but are not suitable for all subjects. Assignments develop important skills but take time to grade. Worksheets are efficient but not for collaboration. Overall, different techniques are suited to different purposes and content areas when evaluating student understanding.
This document outlines the key elements of an Alternative Delivery Modalities (ADM) module used in a non-traditional education program recognized by the Department of Education. An ADM module is a self-contained, self-paced learning resource that covers a specific topic through interactive activities. It is designed for learners who are late enrollees, working students, over age, marginalized, or from transient families. The module follows a standardized format including an introductory message, pre-assessment, lesson, activities, post-assessment, and additional materials. Its goal is to provide flexible, accessible education to diverse groups of learners.
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
methods of teaching part-4 "workshop,exhibition and programmed instruction "christenashantaram
The document discusses workshops and programmed instruction. Workshops allow groups to meet over extended periods of time to address issues and problems through group learning and receiving help from others. Programmed instruction arranges material into a series of learning experiences where responses are elicited and feedback is provided. It can be linear, reinforcing correct responses, or branching, allowing different paths depending on responses. Characteristics include modifying behavior and being an instructional strategy rather than an audiovisual aid.
UNIT PLANNING - UNIT III - TNTEU SYLLABUS FOR I SEM - I B.EdSasikala Antony
This document provides information on unit planning for teaching. Some key points:
- A unit consists of carefully selected subject matter organized into lessons to meet students' needs and interests. It includes both content and teaching methods.
- Characteristics of a unit include flexibility, segmented and arranged content, and evaluation.
- Factors to consider in unit planning are content analysis, objectives, teaching/learning activities, resources, and evaluation tools.
- Developing a comprehensive unit plan helps teachers balance dimensions of the course and move beyond traditional textbook teaching.
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
This document discusses the lecture cum demonstration method of teaching. It involves the teacher performing experiments and demonstrations in class with active student participation. This combines the benefits of lectures and demonstrations. Key aspects include students observing the experiment, assisting with setup, and taking measurements. It is most effective when demonstrations are well-planned by skilled teachers, as it allows students to observe skills and processes while receiving explanations. The lecture can then combine further demonstration and explanation to effectively convey the lesson's themes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
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.