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LM 663 Instructional Design 2025 (Retake)
Questions and Correct Answers Guaranteed
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Markle and Teimann (1967) System of Instruction
- Objective
- Content & Task Analysis
- Criterion Test
- Entry Repertoire
- Instruction (3 phases of learning)
- Performance Data Objectives The first component of Markle and Tiemans system of instruction=instructional designers begin with clearly stated goals and objectives that the learner is expected to achieve. Content and Task Analysis second component of system of instruction=conducted for the purpose of identifying curricular tasks on which mastery of terminal objectives hinges.
Criterion Test Third component of system of instruction=represent stated outcomes and have social validity. Entry Repertoire Fourth Component of System of Instruction=What the learner must possess to be successful in the program. Instructional Sequence Fifth Component of System of Instruction=Establish the minimum set of instructional tasks through which the leaner must proceed to achieve the pre-stated outcomes. Performance Data Sixth Component of System of Instruction=Data that is collected throughout the instruction and program is adjusted based on the data. Content Dependent Analysis begins with an understanding of the knowledge and skills to be acquired, their linear and synergistic relations to each and , the way in which expertise in the subject field is socially validated.
relatively straightforward stimulus-response relations that describe what goes with what, verbal chains and sequences, or the conditions that call for a certain response. Complex cognitive skills learner responds functionally to novel stimuli or novel situations on the basis of critical features that embody all members of a certain class of stimuli or situations. Associations specific stimulus-response pairs in which a particular stimulus occasions a particular response. Sequence Learning a series of associations occur in a prescribed order. Sequence learning can be of two kinds: serial memory and algorithms. In serial memory, each response becomes a stimulus for the next response. (alphabet) Algorithms are step by step procedures that guide the performance of an already known set of responses. (improvisational acting) Strategy Learning akin to the formal definition of problem solving to a problem for which a formula is not provided. For example, a learner might be asked to discover the formula to convertFahrenheit to celsius by examining pairs of temperatures in both scales. No formula is provided and contingency adduction produces an acceptable solution.
Macro-level Assessment Published-norm referenced tests. the first level of assessments. Criterion referenced tests. WJIII (Once or twice a year.) Meta-level Assessment Curriculum Based Test(CBM) emphasizes basic academic skills monitoring in academic areas such as reading, writing, spelling and math using short-duration, parallel, alternate forms. (Weekly or monthly) DIBS Dynamic Indicator of Basic Skills-they are dynamic in the sense that formative evaluation is used. CBM or meta-level Problem Solving Model for Morningside Using Assessments Problem Identification Problem Clarification Exploring Alternative Solutions Progress Monitoring Problem Solution Determination
Dr. James Evan's RULEG method Teachers present "rules" or heuristics about how and when to perform, and then illustrate with examples and non examples. Teachers then lead and test students with examples and non examples until the learner can perform without assistance. e.g. teachers give the student the formula and then provide examples and non-examples. Dr. James Evan's EGRUL method Teachers present examples and non examples and lead students to derive rules and heuristics, in a structured kind of discovery learning. In technical language, the instructional program shapes response topographies and ensures discrimination among and stimulus control by novel and familiar stimuli. Student performance comes under the control of the parameters that define acceptable variability of stimuli and acceptable latitude for responses. eg. the teacher shows the student problems of triangles and then asks them to come up with the formula to solve them. Siegfried Engelmann's Direct Instruction (DI) teachers presents lessons to learners that designers have scripted, word for word, in advance. The scripts present an hierarchy of component and cumulative compound skills. During a DI lesson, leaders answer teacher-initiated questions and tasks in unison. Teachers verify, randomize, pace and individualize instruction. DI verifying stage First, teachers ensure that learners can respond correctly to a set of questions or tasks. They provide think time before each question and provide prompts as needed to assure correct responding.
DI Randomizing stage Teacher moves through instruction in an unpredictable order until performance under this condition is the same as in the ordered condition. DI Pacing stage of instruction Teacher picks up pace for frequency building. Student's are able to respond without hesitancy DI individualizing stage of instruction ensure all learners have acquired the skill. May use error correction Three aspects of mathetics Demonstrate, Prompt, and Release _______________ and ________________ are the gateway to mastery and fluency, but they are not synonymous with it. Establishing and acquiring
The celeration line tells how many days it should take for the student to reach the _______________ _________________. performance aim _______________ __________________ ensures that students maintain speed and accuracy for longer periods of time. Endurance Training Mastery learning, cooperative learning and peer coaching are features of ___________________ __________________________. Personalized System of Instruction (Keller) Practice sessions blending timing, charting, frequency-building, and celeration building are aspects of ___________________ ______________________. Precision Teaching The teacher calls on the student, provides the opportunity for the student to answer, if the answer does not meet criterion, the teacher provides levels of prompting until student is successful. Delayed Prompting
Morningside Academy A school in Seattle, Washington founded by Dr. Kent Johnson in 1980 to provide scientifically-based academic and social programs for children and youth. 3 Phases of Instruction Acquisition/Establishment, Practice for fluency, Application Selectionist Approach to Understanding Human Behavior; by B.F. Skinner Emphasizes the function of particular behaviors in meeting environmental contingencies. Structuralist Approach Emphasizes form and process Selectionist Approach by John Dewey Emphasizes natural influences over learning, taken from the student's current activity, goals and values system. Students select subject matter to learn, student initiated research. Learning becomes reinforcing in project based learning. The Morningside Model of Generative Instruction
Contingency Adduction New contingencies or performance requirements may recruit performances learn under other contingencies. The learner engages in behavior in a new setting that has earned reinforcement in a previously encountered situation. Build tool and component skills necessary for problem solving. Critical Thinking Thinking Aloud Problem Solving or speaker as own listener TAPS What do I study and how do I know what is important? Analytical Thinking ________________ _________________ is a question and answer volley between teacher and student. The teacher provides increasing support until the student is successful. Delayed Prompting The functional nature of instruction
Instruction produces behavior change. Learner acquires skills. Instructional phase Timed, highly structured, goal oriented procedures that are continually monitored Practice phase Compound-composite tasks Application phase Complex behavioral repertoires emerge without explicit instruction when well selected component repertoires are appropriately sequenced, carefully instructed and well rehearsed. Morningside Model of Generative Instruction Makes behavior accessible to study via methodology of experimental science and Makes the concept equally applicable to all complex human problems. Skinner's comprehensive concept of behavior
Precision Teaching focuses on the most fundamental feature of Skinner's science:behaviors and measurability. frequency (rate of response) 3 generic hierarchical curriculum levels Tool Skill, Component Skill and Compound Repertoire Basic Tool Skills fundamental units of performance Component Skills applying fluent basic tool skills to problems Compound Repertoire applying component skills to real life problems: problem solving
