Programmed instruction is a method of presenting educational material in a controlled and sequenced manner, evolving from simple texts to complex software that adapts to learners' responses. It includes characteristics like self-pacing, frequent responses, and continuous evaluation, with types such as linear and branching programming. While it enhances individualized learning and creativity, it also has drawbacks like limiting teacher-student interaction and restricting choice.

1. PROGRAMMED
INSTRUCTION

2. INTRODUCTION
• Programmed instruction, method of presenting
new subject matter in a graded sequence of
controlled step. Programmed instruction developed
from simple, linear text models to complex
computer sequences that enable developers to
create software that branches to numerous set of
feedback routines depending on the respondent's
answers.

3. MEANING
• The instruction provided by teaching machine or
programmed text book is referred to as
programmed instruction.

4. DEFINITION
• "programmed instruction is a planned sequence of
experiences, leading to proficiency, in terms of
stimulus-response relationship that have proven to
be effective." -JE Espich and
Bill Williams
• "programmed instruction is a method of designing
reproducible sequence of instructional events to
produce a measurable consistent effect on a
behaviour of each and every acceptable student."
-Susan Markle, (1969)

5. CHARACTERISTICS
• 1. Frames and arranged sequentially
• 2. Frequent response.
• 3. Self correcting feature.
• 4. Diagnostic feature.
• 5. Progresses at his own pace
• 6. Assumption about the learner
• 7. Terminal behavior is made observable and
measurable:
• 8. An interaction programme in programmed learning
• 9. Continuous evaluation
• 10. Discriminations and generalizations.

6. TYPES OF PROGRAMMING
• It can be mainly divided into two:
• A linear programme is called a straight line
programme as the learner starts from his initial
behaviour to the terminal behaviour following a
straight line. The student proceeds from one frame
to the next until he completes the programme.

7. CHARACTERISTICS
• Exposed to small amount of information
• Correct responses can be rewarded and heir
incorrect responses can be corrected.
• Feed back
• Self pacing

8. SCOPE OF LINEAR
PROGRAMMING
• Elementary education
• Teacher is required to teach all subjects.
• Secondary education
• The diversity of interest and curriculum
necessitates this method.
• It may be used as a remedial teaching
• The class room teaching may be helpful for non-
science teachers to prepare for science, being
compulsory subject up to high school.

9. • Correspondence education
• For high school students:
• To realize that the self instruction could be made
possible.
• For the school teachers: Programmed instruction
will equip them with content and new method of
teaching.
• For university education:
• This will help the students who are under
correspondents to learn and can be brought at the
part of regular students.

10. PRINCIPLES OF LINEAR
PROGRAMMING
• Principle of small steps
• Principle of active responding
• Conformation
• Principle of self-pacing
• Student testing or evaluation

11. TYPES OF LINEAR PROGRAMMING
• 1. Constuct response:
• Skinnerian type in which the learner has to
construct response while going through such
formats of programme text.
• 2. Multiple choice questions. Sydney L Pressy
selected a response on each frame and it is
presented in discrimination frame sequence type of
programme.
• 3. Conventional chaining: John Barlow - in this type
of formats each frame it is connected to 2 frame

12. • 4. Skip linear: It uses the skipping device as it solving
problems of review and over review where a bright
student may skip the simple programme.
• 5. Criterion frames: This is used to direct the learner
along linear path according to their responses at those
critical situations. The creation frames decides whether
the student should go through the particular sequence or
not,
• 6. Ruleg system: The rule is given a complete form and
the examples are in incomplete form. A learner has to
construct response to complete the example.
• 7. Egrule system: The content is organised in terms of
examples and then the rules. The examples are given in
complete form and the rule is in incomplete form.

13. BRANCHING OR INTRINSIC STYLE
PROGRAMMING
• In an intrinsic or branching program, each frame
presents more text than the average linear frame.
After reading the user responds to an adjunct
question, usually in a multiple-option format.

14. PRINCIPLES
• 1. Principle of exposition
• 2. Principle of diagnosis
• 3. Principles of remediation

15. STRUCTURE OF BRANCHING
PROGRAMME
• The programmed text is called "Scrampled text"
which consist of two types of pages one home page
and another wrong page.

16. • HOME PAGE
• This page consists of content or concept and flowed
by multiple choice questions which involve four
aspects
• 1. Teaching 2 Response 3. Diagnosis 4 Reinforcement
WRONG PAGE Wrong page or remedial frame- 1.
Repeating the student response 2. Negative
confirmation 3. Reason to why he/she is wrong 4.
Further explanation in single language 5. Direction as
to why the learner should go next.

17. • TECHNIQUE OF BRANCHING PROGRAMME
• Backward programme
• Forward branching
• COMPUTER ASSISTED INSTRUCTION
• A complete package of information is stored in the
system and is presented sequentially. The student
may question computer and feed answer in to it. It
helps determined subsequent activities in the
learning situations.

18. • DEVELOPMENT OF A PROGRAMMED INSTRUCTION
The certain steps to be followed are •
• Preparatory phase
• Writing phase
• Validation phase
• ADVANTAGES OF PROGRAMMED INSTRUCTION
• os Creative thinking and judgement. os Improved
the quality of education. os Revolution in the social
setting of the class-room. os Problems of discipline
have been automatically solved. o Direction of
individualized instruction. os Presenting in small

19. DISADVANTAGES OF
PROGRAMMED INSTRUCTION
• 1) Not eliminate competition or grades.
• 2) Manipulation of machine is not rewarding to
children
• 3) Restricts freedom of choice
• 4) Inadequate provisions for variables.
• 5) Teacher-pupil contact completely lost.
• 6) No scope for providing this experience.