Valdosta State University Departmentof Psychology PSY310  Educational Psychology Instructor: John H. Hummel, Ph.D.

PRACTICE QUIZ #2 Individual Instruction ANSWER KEY

1. Describe the five (hint: AAMOQ--students running "amok" in the schools) components of Carroll's (1963) model/theory of instruction and learning. (6)

APTITUDE: The student's capability to learn.

ABILITY: ONE'S BACKGROUND EXPERIENCES THAT ARE RELATED TO NEW INFO.

MOTIVATION OR PERSEVERANCE: THE AMOUNT OF EFFORT THE STUDENT EXPENDS TO LEARN THE MATERIAL

OPPORTUNITY: HOW MUCH CLASS TIME IS SPENT ON THE CONTENT.

QUALITY OF INSTRUCTION: USING THE MOST EFFECTIVE PEDAGOGY, BASED ON RESEARCH AND THE LEARNER'S NEEDS, TO TEACH THE MATERIAL

2. In 3-5 sentences, explain how time is important to Carroll's (1963) model. (3)

CARROLL IDENTIFIED FIVE VARIABLES THAT INDIVIDUALLY AND TOGETHER AFFECTED STUDENT ACHIEVEMENT. APTITUDE AND QUALITY OF INS. ARE THE VARIABLES THAT ISN'T RELATED TO TIME. IF S'S DON'T HAVE THE NEC. BACKGROUND SKILLS, TIME IS NEEDED TO REMEDIATE; PERSEVERANCE INVOLVES THE AMOUNT TIME THE STUDENTS DEVOTE TO MASTERING A TASK; OPPORTUNITY INVOLVES THE TIME IN CLASS SPENT ON THE TASK

3. Describe the features associated with Slavin's QAIT model. (4)

THERE IS A GREAT DEAL OF OVERLAP BETWEEN THE TWO; SLAVIN FOCUSED ON THE FACTORS THAT TEACHERS CAN CONTROL (TO SOME DEGREE).

QUALITY OF INSTRUCTION--USING THE MOST APPROPRIATE TEACHING METHOD

ABILITY-INSURING (VIA REVIEW AND REMEDIATION) THAT S'S HAVE THE BACKGROUND KNOWLEDGE NEEDED.

INCENTIVE-INSTEAD OF PUTTING MOTIVATIONAL RESPONSIBILITIES ON THE STUDENTS, SLAVIN REQUIRES THE TEACHER TO EST. APPROPRIATE CONTINGENCIES TO "MOTIVATE" THEM.

TIME: IS THE SAME AS CARROLL'S OPPORTUNITY.

4. Describe three features of the Keller Plan (PSI). (3)

1. UNIT PERFECTION REQUIRED. 2. EMPHASIS ON WRITTEN WORD (RATHER THAN LECTURES). 3. GO AT YOUR OWN PACE. 4. USE OF PROCTORS TO HELP STUDENTS MASTER CONTENT. 5. LECTURES/DEMONSTRATIONS ARE USED AS INCENTIVES RATHER THAN SOURCES OF KNOWLEDGE.

5. There are three general approaches to adapting instruction to students' needs: ability grouping, mastery learning, and individualized instruction. Explain which of the above three approaches is the most appropriate to public schools. (9)

A. DEFINE EACH OF THE THREE APPROACHES.

B. EXPLAIN WHY ABILITY GROUPING IS INAPPROPRIATE:

1. LOWER TRACKED S'S ARE PLACED DISADVANTAGED BOTH ACADEMICALLY AND SOCIALLY-POOR INSTRUCTION AND MATERIALS, POOR ROLE MODELS, TEACHES THEM THAT THEY AREN'T AS GOOD AS OTHERS. AS A RESULT, THEY DON'T ACH. TO POTENTIAL, MORE MISBEHAVIOR, HIGHER DROP RATES, ETC. RESEARCH DOESN'T SHOW THAT BETWEEN CLASS GROUPING SIGNIFICANTLY/PRACTICALLY BENEFITS THE HIGHER LEVEL STUDENTS.

2. CASE LAW SUGGESTS THAT CERTAIN TYPES OF TRACKING MAY BE ILLEGAL AND IN MOST SYSTEMS, ASSIGNMENT TO LOWER TRACKS IS NOT ALWAYS DONE APPROPRIATELY BECAUSE LOW TRACKS USUALLY CONSIST MAINLY OF MINORITIES AND POOR STUDENTS.

C. A CASE CAN BE MADE FOR EITHER (OR BOTH) MASTERY AND INDIVIDUALIZED INSTRUCTION.

MASTERY--FLUENCY--MORE OPPORTUNITY TO LEARN AND OFTEN EMPLOYS ONE OR MORE FORMS OF IND. INS. (TUTORING, AND ENRICHMENT AND REMEDIATION).

IND. INS.

A. FIVE TYPES

B. ALL HAVE IN COMMON THAT YOU START AT S'S ENTRY LEVEL SKILL LEVEL AND COVER NEW MATERIAL AT A RATE AND LEVEL APPROPRIATE TO THE INDIVIDUAL'S NEEDS.

6. Describe the five types of individualized instruction. (5)

CAI-USING COMPUTERS TO TEACH NEW SKILLS AND/OR REINFORCE AND PRACTICE/REFINE THOSE ALREADY LEARNED

Tutoring-ONE-ON-ONE INSTRUCTION (ADULT/STUDENT; OLDER/YOUNGER STUDENTS; AND PEERS).

Team Assisted Instruction--USING SMALL MIXED ABILITY GROUPS OF STUDENTS TO WORK WITH ONE ANOTHER SO THAT ALL LEARN THE MATERIAL.

Programmed Instruction-TEXTUAL MATERIALS BROKEN INTO FRAMES THAT (A) PRESENT A PIECE OF NEW MATERIAL, (B) REQUIRE S TO MAKE A RESPONSE, AND (C) PROVIDE CORRECT FEEDBACK TO THE S'S RESPONSE.

Informal Remediation and Enrichment-ADDITIONAL INSTRUCTION PROVIDED BY THE TEACHER (USUALLY OUTSIDE REGULAR CLASS TIME) TO STUDENTS WHOSE ACADEMIC POTENTIAL ISN'T BEING MET THROUGH REG. INSTRUCTION.

A. Select two of the five described and compare/contrast them on at least two dimensions. (4)

EX.: CAI TUTORING

USES A MACHINE ONE PERSON WORKING WITH ANOTHER

LITTLE DIALOGUE BETWEEN USER INTERACTIONS ARE VERBAL

AND MACHINE

EXPENSIVE HARDWARE AND SOFTWARE LEAST EXPENSIVE TYPE OF IND. INS.

7. There are five types/levels of CAI. Describe any of three of them. (6)

EDUCATIONAL GAMES--FUN TYPES OF ACTIVITIES THAT TEACH SKILLS AND KNOWLEDGE AS ONE PLAYS.

TUTORIALS--IDENTIFY S'S LEVEL (AND DEFICIENCIES) AND PROVIDE REMEDIATION.

SIMULATIONS-GAMING TO MODEL/PROJECT REAL LIFE AND WHAT COULD HAPPEN AS FACTORS CHANGE.

DRILL AND PRACTICE--SOFTWARE THAT PROVIDES CORRECTIVE FEEDBACK ON SKILLS THAT MUST BECOME AUTOMATIZED AND/OR REFINED.

UTILITY PROGRAMS-SOFTWARE, ETC., THAT FACILITATES STUDENTS' LEARNING INDIRECTLY SUCH AS WORD PROCESSING, INTERNET SITES FOR ON-LINE INFO., ETC.

Last Updated: July 15, 1997