INDIVIDUALIZED

INSTRUCTIONS
 Definition

Individualized instruction is those

forms of teaching in which instruction
takes place on an individual rather
than group basis. It recognizes and
provides for the unique manner in
which each individual learner.
 Psychological Aspect
Psychology revels that two individuals are alike. A class
is a cluster of students of different capabilities, interest, and
aptitude and of course from varying back ground. There is
fast learner as well as slow learners. Some can read and
learn for hours together, while other get easily fed up and
frustrated quickly. All there are due to the social and
cultural back ground and philological factors. Their
cognitive and psychomotor skills too vary, so individualized
instruction can be of great helpful to meet these needs to
the students.
 Benefits of II
The individualized instructions help
the students to learn at his pace, his
own rate and in his own style i.e. to fit
the square peg in square holes and
round pegs in round holes. Thus slow,
medium and gifted students can be
placed on different but suitable program
based on their unique needs and
abilities.
Programmed Instruction

Dr. Anjali Sharma

 About programmed Instruction
• Develop by B. F. Skinner(Harward University)
• American writers used the term programmed Instruction.
• British writers used the term programmed learning .Because
according to them it is learner centered system and content is presented
in the form of Auto-Instruction.
• It is the process to arrange the content in the sequence of small steps.
The content in small steps is organized in such a way that learner learns
through self-Instruction.
 Definition’s of PL
Programmed learning is a way, in which learner
learns itself through specially prepared content. In this
instruction the content is organized into sequential small
parts and every part is followed by a question to answer.
After giving the correct answer learner goes to the next
part of content. In this way he/she proceed through all
over the content.
Education Dictionary
 Programmed instruction is a
planned sequence of experiences,
leading to proficiency in term of
stimulus-response relationship.

James E. Espich & Bill Williams

Developing Programmed Instructional Materials
Programmed learning is a method of
designing a reproducible sequence of
instructional events to produce a
measurable and consistent effect on
behavior of each and every accepted
student.

Susan markle
 Programmed instruction is
arranging the material to be
learned into a series of
sequential steps. Usually, it
moves the student from a
familiar background into a
complex and new set of
concepts, principles and
understanding.
Smith and Moore
 Conclusion about PI

• It is based on stimulus–Response theory.

• It is also based on immediate feedback.
• It is a self-instructional way of learning.
• It is related to the content but different from
books and lesson plans.
• Program is responsible for the success and
unsuccessful of students.
• It supports individual differences.
Principles of Programmed
Instruction
By Edward O’ Day
Programmed Instruction-Technique
and Trends
Mandatory Principles
Mandatory Principles

(a)
(a)Determination
Determinationof ofObjectives
Objectives
(b)Empirical
(b)EmpiricalTesting-
Testing-
Individual try-out
Individual try-out
Small Group Try-out
Small Group Try-out
Field
Field Try-out
Try-out
(c)Self
(c)SelfPacing
Pacing
Optional Principles

(a)Small Step Size

(b)Overt Responding
(c)Immediate Feedback
PRINCIPLES OF PROGRAMMED
INSTRUCTION

• SMALL STEPS
• ACTIVE RESPONSE
• IMMEDIATE FEEDBACK
• SELF PACING
• SELF EVALUATION
B.F.SKINNER
PRINCIPLES IN PROGRAMMED
INSTRUCTION
 SMALL STEPS
These are called “Frames,
” i.e. materials are
presented in small chunks.
 ACTIVE
PARTICIPATION
The learner responds
to questions given in each
frame.
 IMMEDIATE FEEDBACK
The learner gets feedback on
whether the response is correct
or not.
REINFORCEMENT
Since the answer to
each question is expected
to be correct one, the
learner gets positive
reinforcement.
 SUCCESSIVE
APPROXIMATION
The learner is led towards
the goals in a step by step
manner. Every move is in the
direction of the pre- stipulated
goal.
 To prepare material regarding
programmed instructional materials.
It involves the following steps:
• Introductory frames
• Teaching frames
• Practice frames
• Testing frames
• The content was broken down into small units
and arranged sequentially.
• Each unit was considered as a frame. Each
frame contains study material followed by
questions.
• The learners have to state their responses
correct so they can proceed to the next frame. If
their response is wrong, they can go back to the
previous frame
• .
 Types of Programmed instruction

• Linear Programmed Instruction-

Start from his initial behaviour to
the terminal behaviour following a
straight line.
• Branching Programmed
Instruction-Start from initial
behaviour and goes to remedial
frames &content frames.
 Difference between Linear & Branching
• Frames are Small. • Frames are long.
• Correct response in one • Choose correct response
attempt. from multiple choice.
• Less information. • More information given.
• Less Learning. • More Learning.
• Easy to construct. • Difficult to construct.
• Frequently use. • Use rarely.
• Related to change in • Related to Remedy.
behavior
 LINEAR PROGRAMMED
INSTRUCTION
• B.F. Skinner
• Based on Stimulus-response.
• Also called Extrinsic Programming.
• Proceed in a straight Path.
• Constructive responses are used.
• In a frame, one thought, example or principle exists.
• Learn on self-paced.
• Immediate feedback.
Branching Programmed Instruction

• Norman Crowder
• Also Called Intrinsic Programming.
• Large frames are prepared.
• Constructed responses are multiple choice.
• If selected correct response goes to progressive frame
and then next frame.
• If select to incorrect response goes to remedial frame
and comes back, again choose the option to proceed as
mentioned above.
TWO TYPES OF FRAME-CONTENT & REMEDIAL.
• CONTENT FRAME-REPLICATE TO RESPONSE
POSITIVE CONFIRMATION
NEW INFORMATION
INSTRUCTION TO PROCEED
• REMEDIAL FRAME-REPLICATE TO RESPONSE
NEGATIVE CONFIRMATION
CAUSE OF ERROR
NEW INFORMATION
INSTRUCTION TO PROCEED
• Learner gets the freedom to respond through
multiple alternatives.
• High-level teaching objectives can achieve.
• Emphasis on motivation.
• In the form of the scrambled book, not in regular
sequence.
• Learners choose their path at their own pace.
• Use to develop concept formation.
• Individual difference (heterogeneous group).
•
• THANKS FOR
LISTENING