Individualized Instruction

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

2. Main Concepts • Education • Training • Distance learning • Autonomy • Semi-autonomy • Individualized Instruction • Self-directed learning • Self-access learning

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

4. Responsibility for learning • 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.

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

6. Self-direction • 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.

7. Autonomy • 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.

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

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

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

11. Individualized Instruction • 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’.

12. Self-direction • 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.

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

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

15. Questions about SDL: • 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?

16. Some Myths about SDL: • 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.

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

18. Justifications: Practical Reasons • Distance • Time • Language • Cost

19. Justifications: Individual Differences • IQ • Cognitive styles and strategies • Attention • Motivation • Aptitudes • Attitudes • Educational goals

20. Justifications: Structure of Educational Systems Knowledge base Teacher Student

21. Justifications: Structure of Educational Systems Knowledge base Teacher Student Student

22. Justifications: Structure of Educational Systems Teacher Knowledge base Student Student

23. Visual Learners • 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.

24. Auditory Learners • 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.

25. Kinesthetic Learners • 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.

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

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

28. Knowing your Learner • Learning Styles • Thinking Styles • Learner Type

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

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

31. Concrete Random Thinkers • 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.

32. Concrete Sequential Thinkers • 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.

33. Abstract Sequential Thinkers • 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.

34. Abstract Random Thinkers. • These thinkers organize information through self-reflection and prefer working in people-oriented, 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.

35. Learner Type 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).

36. Type 1: The Imaginative Learner (Experiencing). • 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.

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

38. Type 3: The Common-Sense Learner (Applying). • 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.

39. Type 4: The Dynamic Learner (Creating). • 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 self-discovery, disliking rigid routines and methodical tasks.

40. Methods for Individualized Instruction • 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.

41. Factors for I-IMethod Selection • 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

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

43. Process Technologies • 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.)

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

45. Programmed Instruction • 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).

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

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

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

49. P I Advantages • Self- pacing • Practice and feedback • Reliable • Effective

50. P I Limitations • Program design • Tedious • Lack of social interactions