Individualized Instruction TECH 2223 Dr Abdelrahman Mohamed Ahmed

Individualized Instruction TECH 2223 Dr. Abdelrahman Mohamed Ahmed abdoelhaj@squ. edu. om

Main Concepts n n n n Education Training Distance learning Autonomy Semi-autonomy Individualized Instruction Self-directed learning Self-access learning

Terminology and Definitions Learner-centered Self-instruction Much of the decision making and management of learning built into materials Greater learner responsibility for decision making and management Autonomy Materials-centered Semi-autonomy Programmed learning

Responsibility for learning n n n The main key to understanding SI terminology concerns the concept of responsibility for learning and wherein the responsibility lies. The act of learning something must always be a personal, individual act (e. g. , no one can learn the meaning of a word for another). In this view, the teacher/designer seeks to transfer to the learner an increasing degree of responsibility for their own learning and the management of it.

Summary of Definitions ü Self-instruction: This is a neutral term referring to situations in which learners are working without the direct control of the teacher.

Self-direction ü This term describes a particular attitude to the learning task, where the learners accepts responsibility for all decisions concerned with his learning but does not necessarily undertake the implementation of those decisions.

Autonomy n n This term describes the situation in which the learner is totally responsible of those decisions concerned with his learning and the implementation of those decisions. In full autonomy there is no involvement of a ‘teacher’ or an institution. And the learner is also independent of specially prepared materials.

Semi-autonomy This conveniently labels the stage at which learners are preparing for autonomy.

Self-access materials n These are materials appropriate to and available for self-instruction.

Self-access learning n This is self-instruction using these materials. The term is neutral as to how self-directed or other-directed the learners are.

Individualized Instruction n n This term is neutral as to who takes the responsibility for learning. Chaix and O’Neil (1978) define it as: ‘a learning process which (as regards goals content, methodology and pacing) is adapted to a particular individual, taking this individual’s characteristics into consideration’.

Self-direction n n The term self-direction is different from the other defined terms in that it refers to attitudes rather than techniques or even modes of instruction. Self-access learning, or individualized instruction, for example, refer to modes of learning in that they are concerned with the activities of the learner, the teacher and their interaction.

Self-Directed Learning (SDL) n What is self-directed learning? The degree that students they are actively participate in their own learning processes _ metagonitively, motivationally, and behaviorally.

Who is a Self-Directed Learner? A One Who: n exhibits initiative, independence, and persistence in learning n accepts responsibility for his/her own learning and views problems as challenges, not obstacles n is capable of self-discipline and has a high degree of curiosity n has a strong desire to learn and is self-confident n use basic study skills n has a tendency to be goal-oriented

Questions about SDL: n n Will SDL create a new kind of student? Saying that learners are self-directing implies that there is something else they could be. What are the other choices? Why add self-directed learning to an already overfilled school program? If you encourage children to use SDL techniques, will you be stifling their competitive nature?

Some Myths about SDL: n n n In SDL, schools are turned over to the children. Self-direction is a philosophy that emphasizes personal responsibility for learning_ the word sound good, but can never be achieved. SDL is just more commercial, “package” learning that a student contracts for and does at his or her own speed. SDL is for more able students with higher IQs and for those who come from middle –and upper income families. Letting students choose what they will learn and how they will learn it will erode sequential learning and the systematic steps of teaching that are essential to the teaching – learning process. SDL is just a fad.

Justifications for selfinstruction Practical reasons Individual differences Educational aims Motivation among learners Improving learning efficiency - Affective factors Wider educational goals - Autonomy - Requirement for continuing education Language learning Cognitive styles and aptitude strategies Learning how to learn foreign languages Extrinsic and intrinsic motivation Factors affecting motivation

Justifications: Practical Reasons n n Distance Time Language Cost

Justifications: Individual Differences n n n n IQ Cognitive styles and strategies Attention Motivation Aptitudes Attitudes Educational goals

Justifications: Structure of Educational Systems Knowledge base Teacher Student

Justifications: Structure of Educational Systems Teacher Knowledge base Student

Visual Learners n n If your highest percentage is visual, you prefer to think in pictures or movies. This style is most effective when you want to create and recall images when you read, or when you are taking a written test. Visual learners tend to be neat and organized and their learning style preference tends to most closely match most educational and company working environments.

Auditory Learners n If your highest preference is auditory, you prefer to learn by listening and often recall the words you've heard in your mind. If you are taking a written test, this tends to slow you down because you are speaking to yourself as you read.

Kinesthetic Learners n n If your highest preference is kinesthetic, you prefer to be a hands-on learner and most likely love to move around frequently, like athletics, and to build things with your hands. Be grateful for your talents and also, it is important to know that most company and school environments cater to people whose highest learning style preference is visual.

Philosophy & Assumptions of I-I n n n A Learner is an individual and must be taught accordingly. Equity. Equality.

Philosophy & Assumptions of I-I n n n No two learners techniques. No two learners way. No two learners behaviors. No two learners degree. achieve at the same rate. achieve using the same study solve problems in exact the same possess the same repertoire of possess the same pattern of interests. are motivated to achieve to the same

Knowing your Learner n n n Learning Styles Thinking Styles Learner Type

Auditory • Video • Tape • Listening Sound • Noise • Quite Learning styles Visual • Video • Film • CD-ROM • Modeling • Chart • Diagrams Kinesthetic mobility Tactile • Hands on • Immersion • CD-ROM • Role play • Mime Learning is effected by many factors (Dunn & Dunn, 1987) Light • Bright • Dim Morning Alone Intake • Food • Liquids Time of day Individual cooperative Together Design structure • Room arrangement • Temperature Afternoon Evening

Thinking Styles Thinking styles are based on two variables: n The way learners view the world (in an abstract or concrete way) n The way learners order the world (in a sequential or random order) Gregorc Classification: 1. Concrete Random Thinkers 2. Concrete Sequential Thinkers 3. Abstract Sequential Thinkers 4. Abstract Random Thinkers

Concrete Random Thinkers n n These thinkers, who enjoy experimentation, are also known as divergent thinkers. They are eager to take intuitive leaps in order to create. They have a need to find alternate ways of doing things. Have opportunities to make choices.

Concrete Sequential Thinkers n n n These thinkers are abased in the physical world identified through their senses. They are detail oriented, notice details, recall them with ease. They require structure, frameworks, timelines, and organization to their learning. They like lecture and teacher-directed activities.

Abstract Sequential Thinkers n n n These thinkers delight in the world of theory and abstract thought. Their thinking processes are rational, logical, and intellectual. They are happiest when involved with their own work and investigation. They need to have the time to examine fully the new ideas, concepts, and theories with which they have been presented.

Abstract Random Thinkers. n n n These thinkers organize information through self-reflection and prefer working in peopleoriented, fluid situations. They live in a world of feelings and emotion and learn best when they can personalize information. These learners like to discuss and interact with others as they learn. Cooperative group learning, centers or stations, and partner work facilitate their understanding.

Learner Type 1. 2. 3. 4. The learner type is based on the learning styles and the type of teaching strategies best suited to each of them: Type 1: The Imaginative Learner (Experiencing). Type 2: The Analytical Learner (Conceptualizing). Type 3: The Common-Sense Learner (Applying). Type 4: The Dynamic Learner (Creating).

Type 1: The Imaginative Learner (Experiencing). n n Type 1 learners seek meaning. They are innovative and imaginative. They prefer to learn through feeling and reflecting. Their teachers need to create a reason and provide a rationale for the learning that connects to their own lives and has relevance. Positive relationships and nurturing teachers are important aspects in the learning environment.

Type 2: The Analytical Learner (Conceptualizing). n n Type 2 learners seek facts. They prefer to learn by watching and thinking. They create concepts and models. They appreciate information and teacher lectures.

Type 3: The Common-Sense Learner (Applying). n n n Type 3 learners seek usability and practical application. They prefer to learn through thinking and trying out. Experimentation and problem solving are the processes that intrigue this type of learners.

Type 4: The Dynamic Learner (Creating). n n Type 4 learners seek to learn through trial and error. They prefer to learn by trying out and sensing. They want to teach themselves and others and to use the teacher as a resource. They are risk takers and prefer selfdiscovery, disliking rigid routines and methodical tasks.

Methods for Individualized Instruction n n There are different degrees and methods of I-I. Anything you can do in instruction which is in the direction of I-I should be helpful to the learner.

Factors for I-I Method Selection n n The degrees and methods of I-I should be based on a number of factors: Objectives Time Study habits Feedback and reinforcement Application and practice Readiness Interactivity Complexity Locus of control

Process Technologies n n Soft Technology Process Systematic application of scientific knowledge Must embody ideas (theories) that have been tested.

Process Technologies n n Process technologies for learning are specific teaching- learning patterns that serve reliably as templates for achieving demonstrably effective learning (e. g. , Windows). Technologies that are designed to overcome one or more of the shortcomings of traditional whole-class instruction. (e. g. , passivity, active participation, feedback, practice, etc. )

Modes of Individualized Instruction • • Programmed Instruction Programmed Tutoring Personalized System of Instructional Modules Cooperative Learning CBI CAI WBI

Programmed Instruction n A method of presenting instructional material printed in small bits or frames, each of which includes an item of information (prompt), a sentence to be completed or a question to be answered (response), and the correct answer (reinforcement).

Linear Programming n A format of programmed instruction in which the frames are arranged in a fixed, linear sequence.

Branched Programming n A format of programmed instruction in which the sequence of presentation of the frames depends on the response selected by the learner

Linear and Branched Programmed Instruction 1 1 2 2 2 a 3 a 3 3 4 4 5 5 6 a 6 7 a

P I Advantages n n Self- pacing Practice and feedback Reliable Effective

P I Limitations n n n Program design Tedious Lack of social interactions

P I Applications n n Used successfully from elementary to adult education Can be used to teach an entire course or a segment of the course. Very useful as an enrichment activity. Ca be used in remedial instruction.

Programmed Tutoring (structured tutoring ) n Is a one- to – one method of instruction in which the tutor’s responses are programmed in advance in a form of carefully printed instructions. Examples of brightening prompts: Ø “Read it again” (Wait for response. ) “What does it say? ” “ What does it tell you to do? ” Ø “Do what it tells you to do. ” Ø Ø

Personalized System of Instruction (PSI) n n n A process technology for managing instruction that puts reinforcement theory into action as the overall framework for a whole course. Students work at their own pace using a variety of instructional materials. Materials are arranged in sequential order, and students must show mastery of each unit before moving to the next.

performance Depends upon Knowledge Skills Motivation Environment Training is only one method of helping people to acquire the knowledge and skills needed to raise performance.

Specific design features n • • Self-instructional materials should have all the features good instructional materials haveinterest, variety, clarity and so on. In addition they should also contain the following: A clear statement of objectives. Meaningful language input. Exercise materials and activities. Flexibility of materials.

Specific design features (cont. ) • • Learning instructions. Language learning advice. Feedback and tests. Advice about record keeping. Reference materials. Indexing. Motivational factors. Advice about progression.

Training/Instructional Objectives n n n What are the four elements of good objectives? Conditions Performance Standards Method of assessment

Objectives Checklist n Conditions n Are they realistic? n Performance n Can you ask “Watch me”? n Standards n Are they measurable? Are they appropriate? n Method of assessment n Are they specified? n

Sell DPI Why Complete a Outline the Overcome Close sell DPI? fact-find benefits objections the sale Know way Around fact-find Ask good questions Product knowledge of DPI Use Brochures Prerequisites Listening skills How to describe benefits Objection. Handing tactics Current objections to DPI Closing tactics for DPI Closing skills Which forms to fill in for a sale

Structure Course Module Unit Section

Sell DPI Why Complete a Outline the Overcome Close sell DPI? fact-find benefits objections the sale Know way Around fact-find Ask good questions Product knowledge of DPI Use Brochures Prerequisites Listening skills How to describe benefits Objection. Handing tactics Current objections to DPI Closing tactics for DPI Closing skills Which forms to fill in for a sale

Learning map 6 4 Sell DPI How to overcome objections 5 how to close the sale how to outline the benefits of DPI 3 How to complete a DPI fact-find 2 Prerequisites Listening skills 1 Why sell DPI? Closing skills

The two fundamental types of learning Knowledge Skills

Essential elements of any learning unit n n n n State the performance objectives Sell the benefits Check any prerequisites Test existing competence Offer learning activities Model the desired performance Provide practice and feedback Test

The potential to use performance aids n 1. A performance aid can often reduce the training needed and so is very cost -effective. You use them: To jog memory: e. g. , Checklists, labels, diagrams, codes, mnemonics.

performance aids (cont. ) 2. To improve information e. g. Different kinds of signals, automatic reminders, rules, blocking information that is not essential, feedback.

performance aids (cont. ) 3. 4. To reduce complexity e. g. Calculators, tables, algorithms, procedures, graphs, decision trees, simulations, printed formats. To identify something quickly e. g. colors, labels, shapes.

Some examples of performance aids § § § § The fill-line on a coffee maker Road signs Procedures Quick reference cards Templates on computer keyboards explaining function keys Visual displays on photocopiers Icons on a computer screen

examples of performance aids

Effective writing n n n n n Write for your target group Use the active voice (subject, verb, object). Make it personal: ‘You…’ Use short sentences. Cut out redundant information. Keep it concise. Link with graphics. Get someone to criticize it. Use heading to convey information actively (e. g. , ‘How to …’.

Rewrite the following in a more active and interesting way “None of the above was understood by anyone”. “No one understood it”.

Rewrite the following in a more active and interesting way n Self-directed learning demonstration “This booklet that you are about to read consists of short extracts of self-directed learning produced for the MOG Fighter project. This project has been commissioned by the Borlandic Air Force to assist in the training of their pilots and weapon system”. “MOG Fighter Project-Self Directed Learning Demonstration”

Page design n n n Too much text can give a cramped feel of the page. Just enough white space gives an active feel to the page. Mix graphics, bullet points, and short sentences but don’t over do it. Use unjustified right-hand margins (they are easier to read) Allocate areas of the page consistently for specific purposes. Only use graphics for a purpose. Type of page layout may vary according to (title, content, example, quizzes, activities, etc. )

Flowcharts

n n n What do psychological foundations focus on? When do you combine text with graphics? How is screen design influenced by learners’ variables (e. g. , ability, prior knowledge, . . etc)?

The Functions of Screen Design n 1. 2. 3. To focus attention on key aspects of the lesson. To develop and maintain interest by providing appealing environment. Promote deep processing by: Organizing lesson content Depict content relationships Allow reasonable learner control.

The Functions of Screen Design (cont. ) n Ø Promotes engagement (frequency of interaction points, and nature of processing activities) between the learner and lesson content by: Providing a variety of generative “gateways” (e. g. , receive or generate elaboration as requested, solicit clarifications, query the system for needed information).

The Functions of Screen Design (cont. ) n Ø Ø Ø Facilitate lesson navigation Using frame protocol in easing the processing burden of the learner. Using systematic organization of CBI frames. Orderly prescription of functions to various frame locations.

ROPES: A Theoretical Framework to Facilitate Screen Design Decisions: Ø Ø Ø Retrieving Orienting Presenting Encoding Sequencing

Retrieving n n n Provide options for students to create notes on the computer during instruction. Focus on image fidelity only when precise representation is critical to the learning task. Establish relationships between related information routinely.

Orienting n n n Employ consistent frame design to cue appropriate cognitive behavior. Select detection techniques to focus attention or deepen processing. Common highlighting techniques (e. g. , changing font styles or size, colors) Display lesson or concept maps throughout the lesson. Provide mnemonic strategies. Identify expectations in advance.

Encoding n n n Use textual outlines and embedded headings to promote organization Segment text into meaningful thought units to facilitate encoding. Consider the effects of stimulating screen design on the processing requirements as well as the motivational state of the learner.

Sequencing n 1. 2. 3. 4. Control the presentation rate to reflect the complexity of the lesson content and sophistication/prior knowledge of the learner (by e. g. : complete screen vs. split screen. visual display. Lesson control menus using buttons, arrows and so on. Hypertext and hypermedia for permitting learner choice.

Issues in Screen design: n n n How various foundations (psychological, instructional, & technological) influence screen design? Screen deign is not only which fonts, or colors are inherently best, but rather how best to optimize learning via selection of images and symbols, and how best to utilize those images to promote appropriate processing. A careful balance between psychological, instructional, and technological foundations is needed.

How to test and improve your material High performer/expert review One- to- one trial Small group pilot Field testing

How to test and improve your material High performer/expert review üCheck your rough design with your high performer. üThen check for technical accuracy with your SME.

How to test and improve your material One – to –one trial üAsk a member of the target group to try the draft material and make careful notes of what needs to be improved. üYou may do two or three of these.

How to test and improve your material Small group pilot üAllow a small group of learners to use the material for real. üThen collect feedback.

How to test and improve your material Field testing Answer the questions: Can the learner achieve the objectives? Does he/she like the product? Are the test questions valid & reliable? .

Example of a validation sheet:

What is the difference between Validation & Evaluation? n n Validation: Checking that the form of the learner’s materials is valid, that they help the learner to achieve the objectives. Evaluation: Has the desired performance been achieved?

When does validation take place? n n n Small group pilots Field testing Implementation.

How is validation done? n n A test/quiz A feedback sheet Interviews Observations

The interdependent nature of assessment and instruction in a differentiated learning environment n n n “Just as one size of learning doesn’t fit all, one size of assessment doesn’t suit either”. Assessment as an ongoing feedback is a necessary component of the learning process, not something that happens at the end of the learning. Your challenge is to find ways to facilitate ongoing feedback for students that will increase their chances to grow and improve their learning.

Levels of Assessment n Pre-assessment To find out, and provide feedback about: 1. What students already know and can do. 2. What standards, objectives, concepts, and skills each student understands. 3. What further instruction and opportunities for mastery are needed. 4. What requires reteaching or enhancement. 5. What areas of interests and feelings are in the different components of the study. 6. How to set up flexible groups: T-total, A- alone, P-partner, Ssmall group.

Levels of Assessment n During-assessment To provide feedback about student progress: 1. Response assessment 2. Activity assessment 3. Speed assessment

Assessment, Evaluation, and Grading n Assessment is often referred to as the gathering of data for the purpose of providing feedback, evaluation is the judging of merits, and grading is assigning values to letters or numbers for reporting purposes.

Question Starters Level I: knowledge (Recall) 1. What is the definition for…. ? 2. What happened after……? 3. Recall the facts. 4. What were the characteristics of…. ? 5. Which is true or false? Potential Activities • Describe the…. . • Make a time line of events. • • Make a facts chart. Write a list of… steps in … facts about … • List all the people in the story.

Question Starters Level 2: Comprehension • Why are these…. ? • In your own words retell……? • How are these different? • Explain what happened after Potential Activities • Draw a picture to show…. • Illustrate what you think. • Prepare a flowchart to show the sequence… • Compare this …with … • Construct a model of. . .

Question Starters Level 3: Application • What is another instance of. ? • Demonstrate the way to… • How would you organize these concepts • Could this have happened in. . ? Potential Activities • Make a display to illustrate one event • Design a lesson map • Scan a collection of photos to illustrate. .

Question Starters Level 4: Analysis • What are the component parts of…. ? • What steps are important in the process? • What other conclusion can you reach about. . ? • What is the relationship between … and. . ? Potential Activities • Design a questionnaire about. . • Conduct an investigation to produce. . • Construct a graph to show. . • Review. . In terms of identified criteria • Prepare a report about …

Question Starters Level 5: Synthesis • Can you design a ……. ? • Can you create new and unusual uses for. . • Can you develop a proposal for. . ? • How would you deal with. . Potential Activities • Create a model that shows your new ideas. • Devise an experiment for. . • • Make a hypothesis about. . • Change … so it will… Propose a method to …

Question Starters Level 6: Evaluation • In your opinion ……. ? • What do you think should be the outcome? • What media would you select and why? • Which is the better design? • Rate the relative value of these ideas to. . Potential Activities • Prepare a list of criteria you would use to judge. . • Conduct a debate about an issue. . • Prepare a case to present your opinions about. . • Rationalize your reaction to…

Review COURSE OBJECTIVES Upon completion of this course, you will be able to: n n n n Describe various definitions of self-directed and self-paced learning. Discuss the philosophy, underlying theory and principles of individualized instruction. Identify and explain the core principles of individualized instruction and the ways in which these principles inform and guide all aspects of differentiated instruction implementation. Discuss general characteristics of individualized instruction. Use formal and informal assessment tools to collect data on the readiness, interests, and learning profiles of his or her students as the basis for differentiation before and during instruction. Discuss and apply strategies for assessment in differentiated learning environments. Develop a unit of study for an individualizing learning environment.

Overview of the Course Relevant Knowing Concepts Your Learner Philosophy & Theoretical Foundations Differentiating Learning Environments Process Validation Technologies and Evaluation Content design and Development Integrating assessment & Instruction Media Selection Page and Screen Design PI, PT, PSI, LC, CL, Games, Simulations, Mastery Learning