Ma. Angelica S. Samson, RN

PROGRAMMED INSTRUCTION METHOD

Programmed Instruction It is defined as a method of

presenting a new subject matter to students in 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 of filling a diagram

Programmed Instruction Designs

The teaching Machine is composed mainly of 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 will get reinforcement and moves to the next question. If the answer is incorrect, the subject studies the correct answer to increase the chance of reinforced next time.

Skinner’s Teaching Machine

In a branching style optional choices lead the users to optional forms of feedback usually corrective.

If a user makes a correct response, the program asserts the reason why he or she are correct and moves on the next material. If an incorrect response is made, the program at the very least, informs the user that an error was made and then branches the user back to the previous frame or for another try.

CROWDER’S BRANCHING STYLE

Examples:

“A doctor taps your knee (patellar tendon) with a rubber hammer to test your_________.”

The student thinks (or writes) the answer and turns the page to find the correct answer (“reflexes”) and is then asked another question.

Questions or statements are arranged in sequentially orderedframes such as the single frame above. A frame is completed when the student provides a response to a stimulus and receives feedback. Skinner contended that this method caused learning through operant conditioning, provided through positive reinforcement for stimuli that are designed to elicit a correct answer (c.f., Cook, 1961; Skinner, 1954, 1958).

“In the multiplication of 3 x 4 = 12, the number 12 is called the product and the numbers 3 and 4 are called the

Page 15 quotients. Page 29 factors. Page 43 powers.” In this programmed branching

method of Crowder, the student is taken to one of several possible discussions depending on the qualities of the answer.

Crowder’s Branching Style

Skinner’s Teaching Machine

MEDICAL TERMINOLOGY: INTERACTIVE PROGRAMMED INSTRUCTION

Demonstration of Features

Demo Menu Description Customizable Content Adding Additional Content Adding Assignments Discussion Forums Chat Content Modules Quizzes Gradebook Reports Calendar Email Online Access Technical Requirements Technical Support How Do I Order? Want to Learn More?

Content ModulesEach module is designed using the programmed instruction method, helping students learn and retain information quickly.

QuizzesQuizzes are dynamic assessments contained within each module, allowing you to gauge student progress and understanding. Adding additional quizzes within the quiz feature of the CMS is available to instructions, as well.

Components of Programmed Instruction (Skinner’s)

Behavioural Objectives, clearly stated.

Small frames of instruction, carefully sequenced

Self-pacing instructional sections, units, modules.

Active learner response to questions.

Immediate feedback and positive reinforcement.

Steps in Programmed Instruction Design

Specify the goals of instruction: What is to be learned.

Identify the entry skills of the learner’s: what is the current level of skills of the learners.

Develop a series of steps that will get the students from where they are to where they should be.

Instruction is programmed in small steps: successive approximations to the desired behaviour.

Provide appropriate reinforcement.

Core Elements

Contents are broken down into pieces of instructions called frames.

Learners then read the frame and immediately answer a question about the frame.

There is an immediate feedback about the correctness of the frame.

Instruction is self-paced and learners are active.

Learning Outcomes

A technique in programmed instruction is to help the student a great deal at first, and then gradually reduce the cues in latter frames; this is called fading (Fernald & Jordan, 1991; Reiff, 1980).

The programmer is expected to use information about student performance to make revisions; if the student is not succeeding, then it is due to a fault of the program, not to an inability of the student (Holland & Skinner, 1961; Vargus & Vargus, 1991).

While Skinner’s design would be expected to work only when stimuli elicit correct answers, Crowder’s design allows for mistakes and must be designed to anticipate particular mistakes.

Whatever answer is chosen by the student, the programmed text topic (or machine) makes a branch to a discussion associated with issues relevant to the answer that was chosen. This is followed by a return to the same question if the student had made an incorrect choice, or a jump to new frame containing the next question if the student had made a correct choice.

Skinners Design Crowder’s Design

EXAMPLE OF PROGRAMMED INSTRUCTION

1.http://what-when-how.com/information-science-and-technology/programmed-instruction-programmed-branching-and-learning-outcomes/2.http://edutechwiki.unige.ch/en/Programmed_instruction

References