PROGRAMMED INSTRUCTION...WPS Office.pptx

Programmed instruction

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 stu dents. Thus they can maintain standard of higher education.

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 which becomes a part of the stimulus of the 3" and so on the down line.

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 th e 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 program me 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 PROGRAM MED 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 segments of information

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.