AN INSTRUCTIONAL THEORY: A BEGINNING Philip L. HOSFORD

1. AN INSTRUCTIONAL THEORY: A BEGINNINGPhilip L. HOSFORD Aslı Ülkümen Meltem Arslan

2. Parallel lines are two lines that never meet – unless you bend one or both of them. and so it is also, with curriculum and instruction

3. Someday, somehow, somewhere To help someone see beyond feel anew creatively think and do - T’ will be summer in my heart. and so it is also, with teaching.

4. Two Qs that need to be answered: What ought instruction to do? Toward what ends should it be applied?

5. Objective-based thinkers Subjective-based thinkers Strict scientific behaviorists reject the traditional concept that man is free to choose among different courses of action and is in the long run captain of his destiny we should develop and apply a behavioral technology Self--theorists, field theorists, Gestalt theorists an intermediate variable is crucial between stimulus and response in human behavior man’s survival as a species depends on the extent to which he frees himself from the domination of the stimulus and impulse

6. Why do we badly need a general theory? by trial and error, by observation and analysis, and by experimental testing, from objective psychology from some methods of instruction titled "Theory of Instruction" according to the criteria in Association for Supervision and Curriculum Development (ASCD) booklet.

7. BUT!!! all these theories are too limited to have a general value.

8. A good theory of instruction should provide the needed parameters, help us plan good solutions to any instructional problem, direct instructional proceedings regardless of goals, prescribe the best in pedagogy to achieve the goals of objective or subjective groups, or any other groups involved, prescribe procedures for fostering learning in the most efficient and effective way.

9. homogeneous grouping, ability grouping, tracking, nongrading, team teaching, unit work, the discovery method, programmed learning, computer-aided instruction, learning centers, interest centers, individually prescribed instruction, performance contracting, audio-visuals the industrial technology. self-analysis techniques such as micro-teaching and interaction analysis Our Current Status

10. a synthesis of these innovations the open classroom

11. An open classroom based onthese four prepositions 1) children want to learn, 2) learning styles differ, 3) first-hand experience is best, 4) the teacher is initially responsible for fostering the learning environment.

12. The Vocabulary Problem Education: everbody’s business Explanations: understandable to everyone To have a concensus: a precise vocabulary

13. Activity Time Write a definition for the word “curriculum”

14. Over the Past 20 Years: Group 1: Everything That Happens Group Group 2: Everything That is Offered Group Group 3: The Planned What and How Group Group 4: The Planned What Group

15. Activity Time

16. learning • teaching • curriculum • instructional program • education • educational program

17. For Learning: information, change in behavior, process, skill, permanency, fact or knowledge, and concept. For Teaching: guiding, explaining, process, facilitator, knowledge, skill, assisting behavioral change, providing resources, and assisting learning. For Curriculum: body of knowledge, learning experiences, organized information, all that happens in school, structured knowledge and skills, organized experiences, school-planned, and prescribed results. For Instructional Program: formal process, method, subject matter, studies, activities, same as curricula, systematized teaching and learning, organized setting and materials, knowledge, skills, abilities, and attitudes. For Education: process, learnings, sum total behavior change, knowledge, skills, retention, acquisition, social competence and contribution, and optimum individual attainment. For Educational Program: formal approach, structure, total effect of instructional program, curriculum, instruction, educational offerings, formal and informal opportunities, school and non-school provided, and extracurricular opportunities.

18. Learning - a process that results in changed behavior Teaching - any assistance that facilitates learning Curriculum - all available school-planned experiences Instructional Program - synonymous with curriculum Education - sum total of learning with both individual and social meaning Educational Program - sum total of planned educational experiences within and outside of school for which a community accepts responsibility.

19. Activity Time

20. 4 Aspects of Education The Learner’s Education The Educational Program The Curriculum Teacher Behavior

22. Activity Time

24. That part of the curriculum in the Educational Program which impinges on the learner without teacher involvement. (Student use of materials.) Teacher, student, curriculum interaction. Student interacting with the Educational Program without teacher or curriculum involvement. (The whispering on the playground.) Spontaneous teacher-pupil interaction within the framework of the Educational Program. (Cafeteria confrontation regarding student behavior.)

25. 5. Teacher-curriculum interaction. (Planning-preparing for next day.) 6. Teacher-Educational Program interaction. (Ground-duty-schedule-committee work. 7. Teacher behavior affecting the learner and outside the Educational Program. (Observed teacher behavior outside school.) 8. All other teacher behavior. (Conventions, professional meetings, study.)

26. 9. Curriculum in the Educational Program but not reach­ing learner. (A text, not read.) 10. Curriculum not in the Educational Program. (A text, not purchased.) 11. All other aspects of the Educational Program. 12. All learnings not attributable to the Educational Program.

27. Curriculum Curriculum is the set of experiences planned to influence learners toward the goals of an organization.

28. Instruction Instruction is the process of influencing learners toward some goal.

29. Instruction - Curriculum Development Water (Hydrogen - Oxygen)

30. Teaching Teaching is the attempt to influence learners toward some goal through personal interaction. All teaching is instruction, but not all instruction is teaching.

31. Learning Learning is a process that results in a modification of performance potential.

32. All teaching is instruction. Not all instruction is teaching. All instructional planning is curriculum planning. Not all instruction is planned. An educational program is the combination of curriculum and instruction: both are essential.

34. What is a theory of instruction? a theory is a guess or hypothesis.

35. Activity Time Very special theory 2) Special theory 3) General theory teaching a second language b) a theory giving direction to many projects and instructional activities c) teaching English as a second language to Spanish-speaking adults

36. Activity Time

37. an instructional theory should 1. include a set of postulates and definition of terms involved in these postulates, 2. make explicit the boundaries of its concern and the limitations under which it is proposed, 3. have internal consistency, 4. be congruent with empirical data, 5. be capable of generating hypotheses, 6. contain generalizations that go beyond the data, 7. be verifiable, 8. be stated in such a way that it is possible to collect data to disprove it, 9. not only explain past events, but predict future events, 10. represent qualitative synthesis (for now) but ultimately express quantitative relationships among variables.

38. What are the 5 criteria of Hosford’s?

39. 1. Definitions A theory of instruction must provide for careful definition of terms, and these definitions must be internally consistent.

40. 2. Boundries All constraints limiting the theory must be clearly noted and their effects acknowledged.

41. 3. Emprical Data A theory of instruction must be based on an efficient and sufficient analysis of relevant empirical data.

42. 4. Generalization Beyond the Data A theory of instruction must explain all events within its defined universe whether past, present, or future, anticipated or not resolve all conflicting data through a new and valid deduction generate some testable hypotheses.

43. 5. Non-triviality A theory of instruction must not be insignificant. If it is obviously impossible to conduct any research to damage, modify, or disprove, it means this theory is trivial

44. Three Functions of a Theory of Instruction Function 1: Research and Development Function 2: Curriculum Improvement Function 3: Relevancy Definition

45. BREAK TIME

46. THE REFERENT STRUCTURE

47. “I find myself forced to the conclusion that our survival may one day depend upon achieving a requisite mathematical literacy for rendering the seeming shocks change into something that is continuous and cumulative” (Bruner, 1963, p. 528).

48. CHANGE!!! Axiom: Change is the only absolute in education.

49. Law I: It is necessarily impossible to determine the absolute value of any instructional by any experiment whatsoever. Law II: It is necessarily impossible to determine an absolute set of instructional procedures that will be “best” for different learners, or for different learnings 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-time element.

50. Rule 1: The value of evey instruction procedure is relative. Rule 2: In every case, a given instructional event will not be perceived congruently by two observers. Rule 3: There are as many evaluations of an instructional procedure or event as there are learners. Rule 4: Judgments 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 measurable components.