Title:Online assignment
Topic:Programmed Instruction
Submitted to
Divya.
Optional teacher.
B.Ed College of Education
Maruthoorkonam.
Submitted by
Name: Anju.A
Reg no:13377002
Optional subject:English
Year:2013-2014
PTM College of Education
Maruthoorkonam
INDEX
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SL NO
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Content
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Page no
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1
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Introduction
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1
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2
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Content
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1-5
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3
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Conclusion
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5
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4
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Reference
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5
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Programmed instruction
Introduction
In 1954 B.F. Skinner embarked upon a series of
studies designed to improve teaching methods for spelling, math, and other
school subjects by using a mechanical device that would surpass the usual
classroom experience. He believed the classroom had disadvantages because the
rate of learning for different students was variable and reinforcement was also
delayed due to the lack of individual attention. Since personal tutors for
every student was usually unavailable, Skinner developed a theory of programmed
learning that was to be implemented by teaching machines.
Programmed instruction is a system
whereby the learner uses specially prepared books or equipment to learn without
a teacher. It was intended to free teachers from burdensome drills and
repetitive problem-solving inherent in teaching basic academic subjects like
spelling, arithmetic, and reading. Skinner based his ideas on the principle of operant conditioning, which theorized
that learning takes place when a reinforcing stimulus is presented to reward a
correct response. In early programmed instruction, students punched answers to
simple math problems into a type of keyboard. If the answer was correct, the
machine would advance to another problem. Incorrect answers would not advance.
Skinner believed such learning could, in fact, be superior to traditional
teacher-based instruction because children were rewarded immediately and
individually for correct answers rather than waiting for a teacher to correct
written answers or respond verbally.
Programmed
instruction quickly became popular and spawned much educational research and
commercial enterprise in the production of programmed instructional materials.
It is considered the antecedent of modern computer-assisted learning.
Although
Skinners initial programmed instruction format has undergone many
transformations, most adaptations retain three essential features: (1) an
ordered sequence of items, either questions or statements to which the student
is asked to respond; (2) the student's response, which may be in the form of
filling in a blank, recalling the answer to a question, selecting from among a
series of answers, or solving a problem; and (3) provision for immediate response
confirmation, sometimes within the program frame itself but usually in a
different location, as on the next page in a programmed textbook or in a
separate window in the teaching machine.
Programmed
instruction is a method of presenting new subject matters to students in a
graded sequence of controlled steps. Students work through the programmed
material by themselves at their own speed and after each step test their
comprehension by answering an examination question or filling in a diagram.
They are then immediately shown the correct answer or given additional
information. Computers and other types of teaching machines are often used to
present the material, although books may also be used
- Programmed instruction consists of a network of statements and tests, which direct the student to new statements depending on his pattern of errors. It is based on a particular tool which is called teaching machine. Teaching machine
Teaching Machine
The
teaching machine is composed of mainly a program, which is a system of combined
teaching and test items that carries the student gradually through the material
to be learned. The "machine" is composed by a fill-in-the-blank
method on
Either a workbook or in a computer.
If the subject is correct, he/she gets reinforcement and moves on to the next
question. If the answer is incorrect, the subject studies the correct answer to
increase the chance of getting reinforced next time.
The teaching machine is merely
a device for presenting the set of frames of which the program is composed.
However, it is not supplementary but all-inclusive. The program will do all the
teaching through a response/reward mechanism. Skinner also noted that the
learning process should be
Divided into a large number of very small steps and
reinforcement must be dependent upon the completion of each step. Skinner
suggested that the machine itself should not teach, but bring the student into
contact with the person who composed the material it presented. He believed
this was the best possible arrangement for learning because it took into
account the rate of learning for each individual student.
The machine is a
laborsaving device because it can bring one programmer into contact with an
infinite number of students. Skinners programmed instruction became a major
education and commercial enterprise that flourishes today.
There are two
basic type of programming are used; Linear programming and branched programming
Linear programming
Linear programming immediately
reinforces student responses that are correct. Each 'bit' of information is
presented in a "frame," and a student who has made a correct response
proceeds to the next frame. All students work through the same sequence.
Linear programming involves a simple
step by step procedure. There is a single set of materials and students work
from one problem to the next until the end of the programme. That is the students cannot move forward or
do another game until hey finished the first task. It assures the complete
under standing of an idea.
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Etc.
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Branched programming
Skinner arguing that students not
only learn from knowing correct answers but also learn by making mistakes. In
this programmed branching method the student is taken to one of several
possible discussions depending on the qualities of the answers.
Characteristics of branched
instructions
1. This method caused learning
through cognitive reasoning.
2. The programmed textbook makes a
branch to a discussion associated with issues relevant to the answers that was
chosen.
3. In branching programming the
student who responds incorrectly will either be returned to original frame or
routed through a sub programme designed to remedy the deficiency indicated by
the wrong choice.
But it doesn’t take a consideration
the sequence of development and readiness to learn. It develops rote learning.
Skills rather than critical thinking skills. And also the encouragement to
respond quickly could develop bad reading habits.
Just as the programming developed
more complexity over the years, so did the teaching machines themselves. Early,
simple machines were little more than electronic workbooks. Later machines
allowed students to be instructed on more complex material that required more
than one-word or one-number responses. In some, students could write their
responses and move ahead by comparing their answers to acceptable answers.
Programmed-learning books differ from traditional workbooks because they
actually teach new information through this step-by-step stimulus-response
method rather than simply offering practice material for already-learned
skills.
Conclusion
Research has shown that programmed
learning often is as successful, and sometimes more successful, than
traditional teacher-based learning because it recognizes the different
abilities and needs of individual children. Students who have mastered the
material can move ahead more quickly, while those who need more practice are
Repeatedly exposed to the problems.
Programmed learning also allows teachers more time to concentrate on more
complex tasks. One criticism of programmed learning centers on the lack of
student-teacher interaction. It has been shown that some students thrive more
fully with the human motivation
inherent in more traditional learning situations.
REFERENCE
Methods of Teaching English-Neela kamal
English Language Teaching-Approaches,
Methods, Technicques,
Goethe
Negara
Principles, Methods and techniques
of Teaching.
J.C Aggar wal
faint
