1. Individualized Instruction
•Philosophy of education
• Adjusts the education of the individual to cater to
his/ her specific needs
•Accomodation of instruction to the abitlities , goals, pace
of learning of each student
•Places the responsibility of learning on the students which
results in improved motivation for learning
•Alternative to traditional instruction
•The differences among the students are varied and vast
•Ind.Instn is tailored to the needs of individual students
and situations
•More than a method of teaching
2. Need for I.I
•Enables the students to proceed in their own pace
depending on his attitude and past history of achievement
•Caters to the individual difference – slow, medium and gifted
students can be placed
• suitable programme can be planned
•Feedback provided at the regular intervals helps the pupils
to gain the master over the unit
This method is ideal for remedial purpose by identifying
weak areas of the students by means of drill and practice
3. Characteristics of I .I
•Allows the teacher to adopt particular methodology according to
the particular level and understanding & ability of the student
• Self paced
• Material to be taught sd be broken into chunks
• Different from traditional method
•Can be used as the reinforcement tool for remedial purpose
4. Approaches to I.I
Personalized system of Instruction
Self Directed Material
Independent study
Programmed Instruction
Computer Assisted instruction
5. PROGRAMMED INSTRUCTION
The first such system devised by Sidney.L.Pressey, 1926
Auto Instruction & Auto learning
Based on Thorndike’s law of effect-reward or pleasure or
satisfaction-provides immediate reinforcement
Skinner’s Operant conditioning-immediate reinforcement
-Meaning:
Technique of converting the live instructional process into
self learning or Auto instructional material
Systematically planned and effectively controlled self
instructional technique for providing individualised instruction
to the learner through logically sequenced small segments
of the subject matter by using the principle of Operant
conditioning
6. •Its main focus is to bring desirable change in the cognitive
domain of the learner’s behavior.
•The structure of teaching method is that the selected content is
analyzed and broken into smaller elements.
•Each element is independent and complete in itself.
•The programmer develops frames based on each element.
•Responses are also provided to the learner in the program on
some different leaflets.
•The correct response of the learner is the new knowledge or new
behavior.
• Immediate confirmation of correct response provides
reinforcement to the learner he proceeds to the next frame.
•Wrong responses required feedback.
•Physical presence of the teacher is not necessary.
•He may come to give instructions regarding the program.
•Students are left for learning at their own pace.
7. •Types of P.I
•Linear Programming. It is being used for
teaching all subjects. In programed teaching
strategy progressive chain elements are
presented. Last step is at the mastery level. It is
based on five fundamental principles.
•Branched Programming. It is generally used in
mechanical fields.
•Mathetics. Retrogressive chain of elements is
presented. First step is the master level while the
last step is the simplest element
8. Principles
• principles of small steps: properly sequenced
meaningful segments of informations called Frames
• Active responding: learner by being active learners
is able to respond actively and in a better way
• Immediate Reinforcement: immediate result is
obtained
• Self pacing: The student can proceed in his own
speed
• Student testing: Since learner leaving the record of
his response, it helps him to revise and improve
9. Types-Linear or Extrinsic programming
• Skinner-Operant Conditioning
• Instructional material is sequenced into a no.
of small steps –Frames-one at a time-
learner’s response—evaluation-Motivation to
learn the next frame-desired learning
experience
• The response of the learner strictly
controlled by the programmer.
10. Characteristics of Linear Programming
• single track programme
• series of small steps
• hence chance of error –minimum
• Immediate reinforcement
• All the learners in the same path
• The sequence of steps –not to be changed.
• Response to each step or frame.
• Self pacing
• No moving to the next frame unless he
responds correctly-slow and steady
11. Branching or Intrinsic
• Norman or Crowder
• Not controlled extrinsically by the programmer
• Learner –free to take decision,able to adapt the instruction to
his needs
• Basic Assumptions:
• Things --presented in totality
• Learning takes place during st’s exposure to the new material
• Wrong responses do not necessarily hinder the learning
• If error occurs it may be detected and corrected before
proceeding to the next frame on the path
• Sufficient freedom to take decision to adapt the instruction to
his needs.
• Testing is followed by remedial instruction
• Multiple choice items help pore in the learning process
13. •Advantages
• Main emphasis -individual differences and Students’
involvement.
• No fixed time interval for learning.
• Students may learn at their own pace.
• Maxim of teaching-- Learning by doing followed to involve
learners in the learning process.
• Students - exposed only to correct responses, therefore,
possibility to commit errors in reduced.
• Immediate confirmation of the results provides
reinforcement to the learners
• Encourages the learners to proceed further.
• Feedback is provided to wrong answers-
learner is able to develop mastery over the content.
14. • difficult to develop an instructional programme
• Only cognitive objectives can be achieved
• Due to tight schedule of time table, students
cannot
be left to learn at their own pace.
• It would be very difficult to learn the content of
the
subject matter in a limited period of time.
• There is no chance for students’ creativity, their
responses are highly structured.
• Development of programme is not economical in
terms of cost and time
• In absence of the teacher, students may spoil the
disciplinary tone of the class or they will be
helpless
when any problem arises.
• cannot be applied at primary level of education or
15. •A programmer should have thorough knowledge of
the
content and technique of content analysis.
• This strategy should be used as a supplementary
device
for remedial teaching in the class room.
•It should be used in distance education or continuing
education programs where no rigid time table is
applied.
•If not at a primary level or higher level of education,
this
strategy may be useful at secondary level of
education
where many new subjects are introduced in the
curriculum and they create problems in learning.
•If applied in classroom teaching, teacher should be
present in the class.
•He can maintain discipline in the class help in eradicating
16. Personalised System of Instruction
•PSI – Training- based on self pacing and
mastery learning following the Keller plan
•Learners work on their own
•Must achieve mastery of series of written
learning units.
•Assisted by teachers and proctors ( acting for
another ) by way of enriching lectures before
final test
17. Characteristics :
•Specific goals
•Self pace
•Mastery learning ( over 80 percent)
•Stress on written materials
•Proctors and teachers
•Lecture before test
•Frequent testing
•Possible to apply to all subjects where the content is
predefined
•Not suitable where the content rapidly changes such as
electronics, technology
•Not suitable where psychomotor and affective objectives are
to be achieved
•Grading of learners is difficult in the PSI
18. Strategies using I. I
•PSI:
• Mastery : Each student sd demonstrate requisite level of achievement in
each unit
before being allowed to proceed to the next unit
•Self pacing: each student is allowed to proceed in his own speed
•Witten materials: written materials in the form of self instructional,
programmed texts or regular text book
•Student proctors: The students who have taken the course before act as
the proctors to score the tests and provide feedback
to the instructors on the progress of the students
Lecture: The teacher gets an opportunity to demonstrate and
provide supplemental information to the students
Study guide is provided to each student to orient him
towards the course plan, supplemented with some
study questions which they can answer at their own pace
19. •Advantages:
•Attractive teaching method
• self pacing
•Mastery of the subject matter
•Disadvantages:
•Not all students fare well with Keller plan
• Students who procrastinate may not be able to finish the course
•Devt. Of Course materials demand lot of time
•Administrative problem is also there
• Choosing student proctors can pose a problem
20. CAI:
Meaning: Instruction in which a computer is used to present
substantial amount of learning material to the student
Auto instructional technique enabling students to progress
at their own individual rates
Modes of CAI:
•Drill and practice
•Tutorial mode
•Simulation
•Modelling
• Problem solving
• Gaming
21. •Drill and practice : Method of learning on the computer and becoming
familiar with the use of a procedure by repetition, until it
is performed correctly
•Tutorial mode : Type of CAI in which the computer interacts with the
learner in a similar manner as a tutor engaging in a dialogue
whose course depends on the response made by the
learner
•Simulation: Deals with the representation of physical symptoms and
phenomena by the computer. Information is entered in the
computer to represent the factors in the real process .
Eg – Demonstrating the solar eclipse
•Modelling: a rehearsal for reality , way of making a trial that minimizes the
penalties of error
• Problem solving: mode enables a student to tackle the wide variety of
problems and helps in developing problem solving skills.
• Gaming: this mode is resorted to when the student is pitted either against
the computer or another student in educational game.
22. Self study
•The basic aim : to develop in pupils the
habit of self study
•The teacher should ask the students to read
a specific period or event of history
•May ask questions on the lesson
•Helps the students in acquiring the
knowledge independently.
23. Homework
Teachers can utilize homework as an opportunity to differentiate learning for all
students.
An opportunity for teachers to provide individualized instruction
geared specifically to an individual student.
Schools embraces the idea that each student is different and as such,
each student has their own individual needs.
HW is as an opportunity to tailor lessons specifically for an individual
student meeting them where they are and bringing them to where we
want them to be
HW contributes toward building responsibility, self-discipline, and
lifelong learning habits
provides teachers with a significant opportunity to meet each student where they
are and truly extend learning
A teacher can give their higher level students more challenging assignments
while also filling gaps for those students who may have fallen behind.
Teachers who use homework as an opportunity to differentiate we not only see
increased growth in their students, but they will also find they have more time in
class to dedicate to whole group instruction.
24. •Assigning homework with a purpose means that through completing
the assignment, the student will be able to obtain new knowledge, a
new skill, or have a new experience that they may not otherwise have
• Homework should not consist of a rudimentary task that is being
assigned simply for the sake of assigning something
• Homework should be meaningful.
•It should be viewed as an opportunity to allow students to make real-
life connections to the content that they are learning in the classroom
•should be given only as an opportunity to help increase their content
knowledge in an area.
