|
||
| Unit 5.5 includes The Instruction Cube (TIC): A Paradigm to Analyze the Efficiency of Instruction (PAEI) Lecture Notes; Dimension 1: Lesson Theme – Process or Content; Dimension 2: Instruction Focus – Descriptions of or Discussions about; Dimension 3: Planned Results – Managed Risks of Failure or Other; Eight Options for Instruction; Three TIC Strategies for Instruction; Calculating the Efficiency of Instruction with TIC; TIC Checklist to Plan Instruction; Implications of TIC; Analysts of Instruction; Instructor as Self-Analyst of Instruction; Electronic Technology as Analyst of Instruction; Discussion of TIC ETAP; and Unit 5.5: Assessment.
EduClassics.com describes behavior patterns people use to learn and uses of these descriptions to increase contributions of Classic Education in the 21st Century. This page describes a use of those patterns in lessons and instruction. |
Three TIC Strategies for Instruction
Strategies for instruction use the four orders of learning (see aLEAP) to increase learning.
Instructors, including learning material developers, have three generic strategies for offering a lesson.
They may build a lesson based on ways people learn (Strategy 1). They may add prompts people use to learn to a lesson built of content (Strategy 2). They may mix features of Strategies 1 and 2 (Strategy 3).
In each strategy, instructors choose ways for a lesson to answer learners’ question, “What do I do?” (a process plus content) in order for a learner to meet a lesson-defined outcome (a result referred to as ‘what’s learned’).
The more precisely instruction fits empirical experimental behavioral research based principles people use to learn, the more likely learners will meet a lesson criterion rather than a Bell Curve distribution of results.
Instruction Strategy 1: Begin with How People Learn then Add Content.
Instruction Strategy 1 uses Instruction Choice 1: Confirmed, Most Efficient.
Principle of how people learn: Through trials-and-errors.
Principle of something learned: Repeat one or more behavior patterns n times without error in each set of 10 presentations.
Lesson: Vocabulary of chemical mixtures and compounds: All compounds are mixtures, but all mixtures are not compounds. Class will repeat in choral unison speech and individual responses on-teacher-demand in order to reduce the number of errors to zero with these words.
Duration of instruction: Counted by trial blocks; usually 60 to 90 seconds.
Archtype of Lesson: How to assemble a bicycle coaster break without error (Gold, 1968).
Instruction Strategy 2: Begin with Content, then Add Prompts People Use to Learn Content.
Instruction Strategy 2 uses Instruction Choice 5: Confirmed, Unnamed.
Principle of how people learn: Respond to reduncant cues or prompts.
Principle of something learned: Identifies definitions for two vocabulary words.
Lesson: Distinguish between chemical mixtures and chemical compounds. Whisper, “All compounds are mixtures.” Shout, “All mixtures are not compounds.”
Principle of something learned: in choral unison speech and individual responses
Duration of instruction: Counted by trial block or less than clock time assigned for class period.
Archtype of Lesson: How to conduct choral singing.
Instruction Strategy 3: Repeat the Lesson Offered Last Time.
Instruction Strategy 3 uses Instruction Choice 8: Unconfirmed, Unnamed.
Principle of how people learn: None identified or addressed intentionally.
Principle of something learned: Undefined criterion for demonstrating something learned.
Lesson: Improvisation and presentation based on one or two word lesson plan-book entry with coincidental and incidential use of principles of learning.
Duration of instruction: Less than the clock time assigned for the class.
Archtype of Lesson: How to roll the dice in a game of craps Conventional lesson planning and instruction.
Related Resources