Personalized System for Instruction: Embracing Individual Progress and Mastery

1. Personalized System for Instruction “Students Progress as Fast as They Can, or as Slowly as They Need” By: Christina Thom and Michael Boyd

2. History of PSI • Program was developed by Fred Keller • Colleague of Skinner • Experimental behavioral physiologist • Also worked with Sherman (1974) • Known as “Goodbye Teacher!” (1968) • Also known as “Keller Plan”

3. Rationale • PSI is based on 4 features and it provides students with reinforcement • 1. The ability to view creative and interesting learning materials • 2. Regular tangible progress toward the course goals • 3. Immediate assessment of learning • 4. Individual attention from the instructor

4. Major Theme for PSI • Provides each student with a complete set of instructional materials. • Including- • Management information • Task presentations • Task structures • Learning activities • Error analyses • Assessments

5. PSI • Students proceed through a sequence of learning activities. • Complete each one to the stated performance criterion before moving on. • Students progress at their own pace.

6. Key Aspects to PSI • Go-at-your-own-pace • Unit-perfection requirement • Lectures and demonstrations for motivation • Stress on the written word for teacher-student communication • Tutoring/proctoring

7. Domains of PSI • A decidedly mastery in achievement based instructional model. • Learning domains- • First priority: Psychomotor learning • Second priority: Cognitive learning • Third priority: Affective learning

8. PSI Workbooks • Attendance policies • Class rules and disciplinary plan • Dressing-out policies • How to get and return equipment • Grading plan and applicable policies • Procedures for starting class • Learning tasks & criteria • Required readings • Progress charts

9. Teacher Skills • Planning • Time & Class Management • Task Presentation & Structure • Communication • Instructional Information • Review & Closure

10. Student Requirements • Reading • Technology • Personal Responsibility • Asking for Help

11. Teacher/Student Roles • Starting Class • Bringing equipment to class • Dispersing and returning equipment • Role call • Task presentation • Task structure • Assessment • Monitoring learning progress

12. Students work on their own • How does it work? • The student: • Tells the teacher which task they are ready to begin • Gets the materials & reviews the task • Reads or views a presentation of the task • Pictures, Videos • Practices the task

13. Tasks Included: • Readiness Drills • Comprehension Tasks • Criterion Tasks • Challenge Tasks • Quizzes • Games

14. PSI Provides Inclusion • Students work at their OWN pace • Nobody is “left behind” • Teacher-student interactions • Students can take as many attempts as needed to master the skill and pass the skill test

15. Goals • To provide individualized instruction • Allow each student to progress at his or her own pace • To encourage students to become independent learners • Students who need help get more interaction with teacher in order to improve

16. Pros of PSI • Students work at own pace • Social interactions with students & teachers • Assess themselves • Inclusion • Independent • More responsibility • Self Learning • Students can teach others

17. Cons of PSI • Lacks teacher demonstrations/presentations • Advanced students don’t get as much interaction with teacher • No lesson plans involved • Could cause chaos • Students could get off-task • Pressure on students • Competitiveness

18. Questions??

19. Bibliography • http://www.edtech.vt.edu/edtech/id/models/psi.html • http://ww2.lafayette.edu/~allanr/concerns.html • http://ww2.lafayette.edu/~allanr/gallup.html • http://www.unh.edu/pff/seminar/methinstruct/psi.htm • http://www.unl.edu/speech/comm109/Files/Lectures/Day1/slide5.html • http://www.personal.psu.edu/students/w/x/wxh139/PSI.htm • “Instructional Models for Physical Education” Michael W. Metzler