Personalized System for Instruction PSI

3. PSI was developed by Keller and his graduate students at the university of Sao Paulo, Brazil in the early 1960s and refined at Arizona State University in 1974. Why did Keller come up with PSI for he taught Introductory Psychology and there were over 300 students in his class. The original plan didn�t consider instructional time (no time boundary) and he only design PSI for those would �run out of time� in the term before they achieved all that was intended. Siedentop was the first one to use PSI as an instructional model for PE. Metzler & Sebolt wrote �personalized sport instruction series� including golf, tennis, recquetball, and volleyball for college level activity courses and such unites can easily be adapted for use in any grade from middle school upward.PSI was developed by Keller and his graduate students at the university of Sao Paulo, Brazil in the early 1960s and refined at Arizona State University in 1974. Why did Keller come up with PSI for he taught Introductory Psychology and there were over 300 students in his class. The original plan didn�t consider instructional time (no time boundary) and he only design PSI for those would �run out of time� in the term before they achieved all that was intended. Siedentop was the first one to use PSI as an instructional model for PE. Metzler & Sebolt wrote �personalized sport instruction series� including golf, tennis, recquetball, and volleyball for college level activity courses and such unites can easily be adapted for use in any grade from middle school upward.

5. Not the teacher Class management operations can be communicated to students in print and carried out by little teacher direction Not the teacher Class management operations can be communicated to students in print and carried out by little teacher direction

8. PSI is a mastery- and achievement-based instructional model. Mastery-based: means students must meet the performance criterion on the current learning task before they can proceed to the next task in the sequence. Achievement-based: means the instruction is focused strongly on student learning outcomes that are demonstrated through overt student performance, either in the cognitive or psychomotor domains. 1st priority: students must use their cognitive ability to comprehend resource 2nd priority: some learning tasks are designed for performance in the cognitive domain such as quizzes , strategy test, & rule tests, but the majority of performance criteria are written for the psychomotor domain. 3rd priority: it is not directly addressed in the PSI model. Students are able to progress at their own pace enjoy that feature & feel a strong sense of accomplishment as they move from one mastered task to the next. This promotes high levels of independency & student self-efficacy. PSI is a mastery- and achievement-based instructional model. Mastery-based: means students must meet the performance criterion on the current learning task before they can proceed to the next task in the sequence. Achievement-based: means the instruction is focused strongly on student learning outcomes that are demonstrated through overt student performance, either in the cognitive or psychomotor domains. 1st priority: students must use their cognitive ability to comprehend resource 2nd priority: some learning tasks are designed for performance in the cognitive domain such as quizzes , strategy test, & rule tests, but the majority of performance criteria are written for the psychomotor domain. 3rd priority: it is not directly addressed in the PSI model. Students are able to progress at their own pace enjoy that feature & feel a strong sense of accomplishment as they move from one mastered task to the next. This promotes high levels of independency & student self-efficacy.

9. PSI will most work best for students who are classified as avoidant, competitive, & dependent. These labels should not be given a negative interpretation. They are used to describe how students would prefer the instructional environment to be designed. PSI will most work best for students who are classified as avoidant, competitive, & dependent. These labels should not be given a negative interpretation. They are used to describe how students would prefer the instructional environment to be designed.

10. Content selection: the teacher maintains complete control of the content and its sequencing in PSI, including unit, the order of learning tasks, & the performance criteria used to determine mastery of each task. Qs: Same teaching material for all students? 2. Managerial control: teacher determine the managerial plan, class policies, and specific procedure in PSI. Qs: only teacher determine class management without involving students? 3. Task presentation: are given to students via written and/or video display 4. Engagement patterns: most tasks are designed for individual practice; a few are designed for partner or small group. Students are typically engaged independently from the teacher�s direction. Qs: If students lack the ability to judge her/his learning is right or not, how to solve this problem? 5. Instructional interaction: Teacher provides high levels of instructional interaction for has few managerial responsibilities in class. Qs: If some students have lots of problems with learning certain unit, how does teacher averagely arrange her/his instructional interaction? 6. Pacing: each student determines her/his own pace. 7. Task progression: students control task progressionContent selection: the teacher maintains complete control of the content and its sequencing in PSI, including unit, the order of learning tasks, & the performance criteria used to determine mastery of each task. Qs: Same teaching material for all students? 2. Managerial control: teacher determine the managerial plan, class policies, and specific procedure in PSI. Qs: only teacher determine class management without involving students? 3. Task presentation: are given to students via written and/or video display 4. Engagement patterns: most tasks are designed for individual practice; a few are designed for partner or small group. Students are typically engaged independently from the teacher�s direction. Qs: If students lack the ability to judge her/his learning is right or not, how to solve this problem? 5. Instructional interaction: Teacher provides high levels of instructional interaction for has few managerial responsibilities in class. Qs: If some students have lots of problems with learning certain unit, how does teacher averagely arrange her/his instructional interaction? 6. Pacing: each student determines her/his own pace. 7. Task progression: students control task progression

11. Predominant engagement pattern Students her/his own to get the task presentation information, set up the practice area, and monitor achievement. Some sports like tennis, badminton, volleyball, pitching are necessary to paired practice at the same time. Inclusiveness Because PSI focus on individual achievement makes is a highly inclusive model for teaching PE. When teachers base progression on a time-allocation plan, all students can join and progress through sequence of learning activities according to their abilities, so no one is exclusived by being �left behind�. Predominant engagement pattern Students her/his own to get the task presentation information, set up the practice area, and monitor achievement. Some sports like tennis, badminton, volleyball, pitching are necessary to paired practice at the same time. Inclusiveness Because PSI focus on individual achievement makes is a highly inclusive model for teaching PE. When teachers base progression on a time-allocation plan, all students can join and progress through sequence of learning activities according to their abilities, so no one is exclusived by being �left behind�.

12. Task presentation Information about tasks is typically provided by lecture and/or demonstration with written and visual media in PSI. The most important functions of task presentation are Give students a �picture� of correct way to perform a task or skill Provide learning cues on key elements of the skill Alert students to common errors that occur when practicing skills Task presentation Information about tasks is typically provided by lecture and/or demonstration with written and visual media in PSI. The most important functions of task presentation are Give students a �picture� of correct way to perform a task or skill Provide learning cues on key elements of the skill Alert students to common errors that occur when practicing skills

13. Task structure PSI uses a list of sequenced learning activities within each of the skill and knowledge areas in unit�s content listing. Poole,Sebolt, and Metzler (1996) use 6 different kinds of tasks for PSI units: Readiness drills: receive task presentation then spend short time in non-criterion engagement to get the feel of objects, implements, and movement patterns. (simply hit, throw, jump, or shoot) Comprehension tasks: students demonstrate what they understood and teacher check the key elements of what student display Criterion practice tasks: students demonstrate mastery of current skill to teacher�s standard. Challenge tasks: combining two or more criterion tasks. Quizzes: students read or view videotape or CD ROMs to get the information of histories, strategies, rules. Then students must pass a quiz to a stated performance criterion Game or match play: students complete content area then they progress to play games or matches. Task structure PSI uses a list of sequenced learning activities within each of the skill and knowledge areas in unit�s content listing. Poole,Sebolt, and Metzler (1996) use 6 different kinds of tasks for PSI units: Readiness drills: receive task presentation then spend short time in non-criterion engagement to get the feel of objects, implements, and movement patterns. (simply hit, throw, jump, or shoot) Comprehension tasks: students demonstrate what they understood and teacher check the key elements of what student display Criterion practice tasks: students demonstrate mastery of current skill to teacher�s standard. Challenge tasks: combining two or more criterion tasks. Quizzes: students read or view videotape or CD ROMs to get the information of histories, strategies, rules. Then students must pass a quiz to a stated performance criterion Game or match play: students complete content area then they progress to play games or matches.

14. Non-mastery attempts Mastery attempts can be repeated as many as needed for the student to complete the performance criterion Verifying proficiency Lower level tasks can be monitor by peer or partner but teacher retain her/his role as witness for the final task in each content unit. Non-mastery attempts Mastery attempts can be repeated as many as needed for the student to complete the performance criterion Verifying proficiency Lower level tasks can be monitor by peer or partner but teacher retain her/his role as witness for the final task in each content unit.

15. Implementing developmentally appropriate instruction: teacher must be knowledgeable about students� ability in cognitive and psychomotor domain so that the performance criterion for tasks can be set at attainable level. Learning objectives: clear and concise Assessment: often expressed as a performance criterion.Implementing developmentally appropriate instruction: teacher must be knowledgeable about students� ability in cognitive and psychomotor domain so that the performance criterion for tasks can be set at attainable level. Learning objectives: clear and concise Assessment: often expressed as a performance criterion.

16. Planning including �.. Time & class management: the information in workbook run for the teacher, so teacher�s skill in writing workbook is critical. Task presentation & structure: teacher needs to know how to select and produce materials so that students can use it without asking teacher. Communication: writing skills at the students� level of comprehension are needed in PSI. Instruction information: without spending time in management, so PSI teachers can have more time to interact with students on skill development, strategy, and game/match performance. Review & closure: there is no review and closure in PSI.Planning including �.. Time & class management: the information in workbook run for the teacher, so teacher�s skill in writing workbook is critical. Task presentation & structure: teacher needs to know how to select and produce materials so that students can use it without asking teacher. Communication: writing skills at the students� level of comprehension are needed in PSI. Instruction information: without spending time in management, so PSI teachers can have more time to interact with students on skill development, strategy, and game/match performance. Review & closure: there is no review and closure in PSI.

17. Reading: need to read the managerial and task information in workbook. Technology: students need to know how to operate any technology used in PSI. Personal responsibility: students must be mature enough to make good decisions and assume the responsibility of monitoring their practice and verify their own task mastery as self-checks are allowed. Asking for help: teachers need to tell students what the attention signal. Reading: need to read the managerial and task information in workbook. Technology: students need to know how to operate any technology used in PSI. Personal responsibility: students must be mature enough to make good decisions and assume the responsibility of monitoring their practice and verify their own task mastery as self-checks are allowed. Asking for help: teachers need to tell students what the attention signal.

18. Enough room can make sure students without having to wait. Enough equipment to all students can practice their current learning tasks.Enough room can make sure students without having to wait. Enough equipment to all students can practice their current learning tasks.

19. Starting class�students start to practice as they arrive Bringing equipment to class---teacher checks tasks and bring needed equipment Dispersing & returning equipment---student get needed for her/his learning task and return it when finish Roll call---student keep their attendance in their workbook & teacher verifies it after each class Task presentation---student read and view the task presentation information as they begin each new task Assessment---students verify mastery of each task in their workbook. Some tasks can be self-checked, come can be partner checked, and some can be teacher checked Monitoring learning progress---student decide their pace & teacher monitor their progress periodically by checking workbook.Starting class�students start to practice as they arrive Bringing equipment to class---teacher checks tasks and bring needed equipment Dispersing & returning equipment---student get needed for her/his learning task and return it when finish Roll call---student keep their attendance in their workbook & teacher verifies it after each class Task presentation---student read and view the task presentation information as they begin each new task Assessment---students verify mastery of each task in their workbook. Some tasks can be self-checked, come can be partner checked, and some can be teacher checked Monitoring learning progress---student decide their pace & teacher monitor their progress periodically by checking workbook.