AN INSTRUCTIONAL THEORY- A Beginning Philip L. HOSFORD : AN INSTRUCTIONAL THEORY- A Beginning Philip L. HOSFORD By
Ebru KUTLUK
Ferit KILIÇKAYA
Erhan ŞENGEL
The Importance of Instruction : 2 The Importance of Instruction What is instruction?
What should instruction do?
The Need for a Theory : 3 The Need for a Theory Why do we need a theory?
A Good Theory of Learning : 4 A Good Theory of Learning According to Hosford, good theories of learninghave all resulted from much clinical testing
and observation.
A General Theory of Instruction : 5 A General Theory of Instruction According to Hosford, a general theory of instruction must prescribe procedures for fostering learning in the most effecient and effective way.
The Vocabulary of a Theory of Instruction : 6 The Vocabulary of a Theory of Instruction Group 1: Curriculum is defined to include all of the experiences of children for which the school accepts responsibility.
Group 2: Curriculum may be defined as the sum total of all the experiences provided or used by the school in its education of children.
The Vocabulary of a Theory of Instruction : 7 Group 3: Curriculum is the organized pattern of the school’s educational program ad describes the subject matter of the instruction, the method of the instruction, and the order of the instruction.
Group 4: Curriculum is a sequence of potential experiences set up in the school for the purpose of disciplining children and youth in-group ways of thinking and acting. The Vocabulary of a Theory of Instruction
The Vocabulary of a Theory of Instruction : 8 The Vocabulary of a Theory of Instruction Synthesis of Definitions
· Learning : a process that result in changed behavior.
· Teaching : any assistance that facilitates learning.
· Curriculum : all available school-planned experiences.
· Instructional : sum total of learning with Program both individual and social meaning.
The Vocabulary of a Theory of Instruction : 9 The Vocabulary of a Theory of Instruction
The Vocabulary of a Theory of Instruction : 10 The Vocabulary of a Theory of Instruction
Curriculum, Instruction &Teaching : 11 Curriculum, Instruction &Teaching Hosford defines curriculum, instruction, teaching and learning as the following:
Curriculum is the set of experiences planned to influence learners toward the goals of an organization.
Curriculum, Instruction &Teaching : 12 Curriculum, Instruction &Teaching Instruction is the process of influencing learners toward some goal.
Curriculum, Instruction &Teaching : 13 Curriculum, Instruction &Teaching Teaching is the attempt to influence learners toward some goal through personal interaction. All teaching is then, instruction; but not all instruction is teaching. Teaching is a personal matter and a moral kind of endeavor.
Curriculum, Instruction &Teaching : 14 Curriculum, Instruction &Teaching Learning is a process that results in a modification of performance potential.
A Model : 15 A Model Hosford concludes that
All teaching is instruction.
Not all instruction is teaching.
All instruction planning is curriculum planning.
Not all instruction is planned.
An educational program is the combination of curriculum and instruction; both are essential.
A Model : 16 A Model
A Model : 17 A Model
What is a theory of instruction? : 18 What is a theory of instruction? Any theory is a guess or hypothesis. A good theory suggests relationships, consequences, or “facts” that go beyond the known data, but are in no discernible way in conflict with what is known.
Characteristics of a Theory of Instruction : 19 Characteristics of a Theory of Instruction Jerome Bruner's definition: A theory of instruction
is prescriptive.
is normative.
must be congruent with those theories of learning and development to which it subscribes.
specify experiences that will tend to make the learner willing and able to master the curriculum.
direct the structuring of knowledge so that the learner can readily grasp it.
specify the most effective sequencing of experiences.
specify the nature and pacing of reinforcements in the process of instruction.
Hosford’s Five Criteria for a Theory of Instruction : 20 Hosford’s Five Criteria for a Theory of Instruction Definitions: A theory of instruction must provide for careful definition of terms and they must be internally consistent.
Boundaries. All constraints limiting the theory must be clearly noted.
Empirical Data: It must be based on an efficient and sufficient analysis of relevant empirical data.
Generalization beyond the data
Non-triviality: The theory must not be trivial. If a theory is trivial, then it is potentially impossible to damage, modify or disprove it.
Three Functions of a Theory of Instruction : 21 Three Functions of a Theory of Instruction Research and Development: A theory will stimulate and give direction to research and instructional behavior.
Curriculum Improvement: A theory will stimulate and direct general curriculum improvement.
Relevancy Definition: It will define and relate relevant knowledge.
A Perspective of the Total Picture : A Perspective of the Total Picture Philisophy of EducationGoal Establishment Theory of Instruction HistoryCultural Setting Research Experience Learners Setting Curriculum Evaluation Teacher Instruction Heating
Lighting
Seating
Grouping
Time
Visual Stimuli
--
--
-- Objectives
Scope
Sequence
Materials
Units
Field trips Entry levels
Readiness
Values
Self-concept
Domains
Goals
--
-- Experience
Personality
Knowledge
Skills
Goals
Values
Self-concept
-- Behavior
Modification
Open Class
Discovery
Group work
Lecture
Demonstration
Supervised
Study
Dyadic Intreaction
Programmed
learning
Questioning
-- OralInformalFormalTest Construction SelectionGradingReporting to learners to parents to system
Self--
Slide 23 : 23 THE REFERENT THEORY OF INSTRUCTION
THE REFERENT THEORY OF INSTRUCTION : 24 THE REFERENT THEORY OF INSTRUCTION AXIOM
↓
Laws I, II, III, IV
Rules I, II, III, IV, V
133 Postulates
THE REFERENT THEORY OF INSTRUCTION : 25 THE REFERENT THEORY OF INSTRUCTION Axiom = Change is the only absolute in education.
THE REFERENT THEORY OF INSTRUCTION : 26 THE REFERENT THEORY OF INSTRUCTION Law I: It is necessarily impossible to determine the absolute value of any instructional procedure by any experiment what-so-ever.
Law II: It is necessarily impossible to determine an absolute set of instructional procedures that will be “best” for different learners or for different learning by one learner.
Law III: Instructional events affect the pace and direction of change.
Law IV: Intelligence is a relative idea, gaining meaning only in relation to a given space
element.
THE REFERENT THEORY OF INSTRUCTION : 27 Law I: It is necessarily impossible to determine the absolute value
of any instructional procedure by any experiment what-so-ever.
Rule 1: The value of every instructional
procedure is relative.
Rule 2: In every case, a given instructional
event will not be perceived
congruently by two observers. THE REFERENT THEORY OF INSTRUCTION
THE REFERENT THEORY OF INSTRUCTION : 28 Law II: It is necessarily impossible to determine an absolute set of instructional procedures that will be “best” for different learners or for different learning by one learner.
Rule 3: There are as many evaluations of
an instructional procedure or
event as there are learners. THE REFERENT THEORY OF INSTRUCTION
THE REFERENT THEORY OF INSTRUCTION : 29 Rule 4: Judgements regarding the value of a given instructional procedure will cluster about
the consensus eventuating from those most closely involved with the process.
Rule 5: In any cultural era, general intelligence will be comprised of several identifiable and
measureable components. THE REFERENT THEORY OF INSTRUCTION
THE REFERENT THEORY OF INSTRUCTION : 30 The Meaning Of Intelligence:
...........................................................................
Intelligence is defined by one’s ability to place him/herself accurately in the midst of reality and to perform effectively in all situations, anticipated or novel............................................................................ THE REFERENT THEORY OF INSTRUCTION
THE REFERENT THEORY OF INSTRUCTION : 31 THE 133 POSTULATES
They were abstracted with great effort, thought and forced judgements obtained through techniques such as the Q-Sort.
None of the postulates should be in conflict with any of the laws, rules or another postulate, if the theory is to be internally consistent.
All of them are put forth as principles which can and will withstand attack in our time. THE REFERENT THEORY OF INSTRUCTION
Slide 32 : The Postulates – Elements of the Theory
(There are 133 postulates under these titles.)
A. A learner can only register information through the filter of his own set of experiences.
Learning is episodic.
The power to learn, to become more competent, to develop one’s intelligence can be increased through instruction.
Learners have an intrinsic need to deal effectively with their environment over and above primary drives.
The instructional process can satisfy the learner’s need to seek and to test, enabling him to revise his mental image of reality.
The instructional process is composed of a complex and dynamic set of vectors bearing on each learner.
The learning environment limits learners’ actions, but is broad enough to offer choices, decisions, and activities.
Teachers affect or warp the space-time of learners.
Teachers live in a data-cluttered environment and constantly seek centrality.
Better ways to teach can be discovered during and from the act of teaching and the best way is always changing.
Motivation is essential but not sufficient for a given learning.
Experience is always necessary for the development of intelligence.
Human intelligence is broader and more inclusive than that measured by any combination of tests available today.
GENERATED HYPOTHESES : 33 GENERATED HYPOTHESES HYPOTHESIS 1: SCHOLASTIC ACHIEVEMENT AND TEACHER
Within any established, supervised instructional program inaugurated to implement acknowledged curriculum, employing teachers who meet all necessary standards of the organization, only a small part, if any, of differences among scholastic achievemnet scores can be explained by differences in teachers.
GENERATED HYPOTHESES : 34 GENERATED HYPOTHESES According to Postulate M.2, the range of characteristics as measured by IQ tests is related to genetic and environmental factors. The genetic factor is three to four more times the determinent than is the environmental factor in explaining variance in scores of a given cultural population.
GENERATED HYPOTHESES : 35 GENERATED HYPOTHESES Equation 1: SA = G x E
GENERATED HYPOTHESES : 36 GENERATED HYPOTHESES Equation 2: E = aS + bF + cP + dO
GENERATED HYPOTHESES : 37 GENERATED HYPOTHESES Equation 3: SA = G x (aS + bF + cP + dO)
GENERATED HYPOTHESES : 38 GENERATED HYPOTHESES HYPOTHESIS 2 : OTHER COMPONENTS of IQ
tests to measure other components of general intelligence can and will be developed and used with validity and reliability comparable to IQ tests.
GENERATED HYPOTHESES : 39 GENERATED HYPOTHESES It is related to Postulates M6,7,9,10
M.6.: There are several kinds of intelligence that are important to function well in society; IQ is only one of them.
7.: Just as there is a range of ability to think, there exists a range of ability to act and still another to feel.
9.: Actual performance in life can be more radically affected by anxiety, fear, expectations and motives than by mental abilities.
10.: There must be an integration of experience, language and thought to increase intelligence.
GENERATED HYPOTHESES : 40 GENERATED HYPOTHESES Equation 4: GI = IQ + PQ + HRQ + ...
Slide 41 : Coffee Break 20 minutes
GENERATED HYPOTHESES : 42 GENERATED HYPOTHESES HYPOTHESIS 3 - THE EFFECT OF BROADENING CURRICULUM
As the opportunity for development in more and more vector areas becomes an acceptable goal of schooling in a given society, goal achievements within that society will be accelerated.
GENERATED HYPOTHESES : 43 GENERATED HYPOTHESES Equation 3: SA = G X (aS + bF + cP + dO)
A significant change in the amount of schooling in any vector area will result in a corresponding change in achievement in that area.
GENERATED HYPOTHESES : 44 GENERATED HYPOTHESES What do you think about the effects of teacher differences on the amount of schooling learners receive in social problem-solution skills?
GENERATED HYPOTHESES : 45 GENERATED HYPOTHESES Significant differences in growth of learners in any intelligence vector area can be explained by differences in teachers until such time that the area goals are commonly accepted as elements of curriculum
Significant differences will result in achievement in this vector area between such a teacher’s learners and learners of teacher across the hall who works only toward the tested scholastic curriculum.
GENERATED HYPOTHESES : 46 GENERATED HYPOTHESES “Teacher X is “better” than teacher Y”
-criterion is development of more vector areas than just scholastic achievement.
GENERATED HYPOTHESES : 47 GENERATED HYPOTHESES HYPOHESIS 4 – MEASURING TEACHER EFFECTIVENESS
The most valid instrument for measuring teacher effectiveness can only be one that records the degree of involvement of every learners in the room throughout a fair and adequate time sample.
GENERATED HYPOTHESES : 48 GENERATED HYPOTHESES The difficulties found in measuring, recording, and analyzing learner involvement: Identifying the intensity of the involvement of a learner Recording the intensity level for each member of the class Averaging the data over the time sample
GENERATED HYPOTHESES : 49 GENERATED HYPOTHESES Three domains of a particular learner while s/he is giving her/his attention to a particular task:
GENERATED HYPOTHESES : 50 GENERATED HYPOTHESES The instantaneous representations of the three domains:
GENERATED HYPOTHESES : 51 GENERATED HYPOTHESES Openness to learning and learning residue are arithmetically proportional to the degree of intersection of any two domains.
Openness to learning and learning residue are geometrically proportional to the degree of intersection of the three domain.
The techer can structure the environment of the learner to cause a change in any type of intersection.
GENERATED HYPOTHESES : 52 GENERATED HYPOTHESES
GENERATED HYPOTHESES : 53 GENERATED HYPOTHESES Teacher self-evaluation and judgments of learner involvement based on formalized data-gathering techniques will provide the most effective and efficient means for improving instruction
GENERATED HYPOTHESES : 54 GENERATED HYPOTHESES
GENERATED HYPOTHESES : 55 GENERATED HYPOTHESES HYPOTHESIS 5 – GRADING PROBLEMS
Regardless of who does the grading or how it is done, problems generated by formal recorded grading of learners will never go away.
GENERATED HYPOTHESES : 56 GENERATED HYPOTHESES A teacher cannot abrogate his/her role as judge of learner performance. But, teacher jugment of learner performance reflected through teacher comment, observation, or some form of reinforcement should not be equated with grading.
GENERATED HYPOTHESES : 57 GENERATED HYPOTHESES Writting course objectives in behavioral terms is often suggsted as the solution to the grading problem. But, this would no help unless the only objective have been to place the correct answer in the answer box regardless of errors made in computation or procedure that the teachers doing the grading obviously valued.
VALIDATING THE THEORY : 58 VALIDATING THE THEORY The Referent Theory of Instruction was examined in some criteria;
1- The Referent Theory provides definition of terms that were
examined for internal consistency.
2- The Referent Theory is put for general theory of instruction
with only two limitations in its applicability; it holds for all
goals but that of irrational behavior; it particularly has value in
group instruction in Western culture.
3- An efficient and sufficient packaging on what is known and
relevant is claimed for the axiom, four laws, five rules, and
133 postulates.
VALIDATING THE THEORY : 59 VALIDATING THE THEORY 4. The fourth criterion required that a theory generalize beyond the data in three ways
i. explaining events,
ii. resolving conflicting data,
iii. generating testable hypotheses
5. The final criterion of being testable was claimed on the basis that the postulates and hypotheses are all subject to disproof- many by a single contra-example.
TEACHING AND ITS PURPOSE : 60 TEACHING AND ITS PURPOSE The purpose of teaching is to facilitate the learner’s transformation of egocentric assimilation into true deduction; to help him adjust his perceptions to reality, attaining harmony between internal organization and external experiences.
TEACHING AND ITS PURPOSE : 61 TEACHING AND ITS PURPOSE The purpose of teaching is to help students become better thinkers and doers.
The last word ... : 62 The last word ... “Somebody, somehow, somewhere, to help someone see beyond, feel anew, and creatively think and do-then, we will be achieving our purpose in teaching.”
Slide 63 : Thank you for your participation!..