Instructional psychology

Question 1

Direct instruction summary

Answer 1

developed by Engelmann and Becker (1977), is a highly structured, teacher-led approach to instruction. It focuses on explicit teaching of skills through scripted lessons, clear modeling, guided practice, and immediate feedback.

Question 2

DI key contributions

Answer 2

o It emphasizes teacher clarity, ensuring that instruction is delivered in small, manageable steps to prevent confusion.
o DI incorporates frequent assessment to monitor learner progress and address errors promptly.

Question 3

DI evidence

Answer 3

o The Follow Through Project (1977), one of the largest educational studies conducted in the U.S., found that Direct Instruction was the most effective method for improving basic academic skills, self-esteem, and higher-order thinking compared to other teaching models (Engelmann, Becker, Carnine, & Gersten, 1988).

o A meta-analysis by Stockard et al. (2018) further confirmed the efficacy of DI across various subjects, showing consistent gains in reading, mathematics, and language skills.

Question 4

DI why it works

Answer 4

DI aligns with behaviourist principles by using explicit instruction, modelling, and reinforcement, which ensure mastery of content and skills before progressing to higher-level tasks

Question 5

Precision teaching summary

Answer 5

introduced by Ogden Lindsley (1964), emphasizes the measurement and monitoring of a learner’s fluency (accuracy and speed) in performing specific skills. It is data-driven and focuses on observable and measurable behaviours.

Question 6

Precision teaching key contributions

Answer 6

o Precision Teaching encourages frequent practice and assessment to achieve fluency.

o It employs a Standard Celeration Chart to visually track learner progress and adjust teaching strategies as needed.

Question 7

Precision teaching evidence

Answer 7

o Research by Binder (1996) shows that learners who achieve fluency through Precision Teaching demonstrate better retention, endurance, and application of skills compared to those who simply achieve accuracy.

o Studies have applied Precision Teaching in areas such as mathematics and reading, resulting in significant skill improvement and reduced learning time.

Question 8

Precision teaching why it works?

Answer 8

Precision Teaching focuses on behavioral measurement and uses repeated practice with real-time feedback, ensuring that learners build automaticity, which is critical for skill transfer and application.

Question 9

Task analysis summary

Answer 9

Task Analysis involves breaking down complex skills or tasks into smaller, sequential components to facilitate systematic teaching. This method is rooted in behaviorist instructional design principles.

Question 10

Task analysis key contributions

Answer 10

o By deconstructing tasks into smaller steps, instructors can teach complex behaviors systematically and ensure mastery at each stage.
o It supports scaffolding, where learners receive incremental support that is gradually withdrawn as proficiency develops.

Question 11

Task analysis evidence

Answer 11

o Research by Browder et al. (2006) demonstrated that task analysis effectively improved academic and functional skills in learners with disabilities.
o A study by Cooper, Heron, and Heward (2020) found that teaching tasks step-by-step using task analysis reduced cognitive load and enabled learners to develop complex skills more effectively.

Question 12

Task analysis why it works?

Answer 12

Task Analysis ensures that learners are not overwhelmed, and skills are acquired progressively, aligning with behaviorist theories of reinforcement and mastery learning.

Question 13

Behavioural objectives summary

Answer 13

Behavioral objectives, popularized by Mager (1962), define learning goals in observable, measurable terms. They specify what learners will do, under what conditions, and to what level of performance.

Question 14

Behavioural objectives key contributions

Answer 14

o Behavioral objectives provide clarity for both teachers and learners by setting specific learning outcomes.
o They enable systematic instructional planning and assessment to ensure alignment between goals, teaching, and evaluation.

Question 15

Behavioural objectives evidence

Answer 15

o A study by Burke (1973) found that instruction guided by clearly defined behavioral objectives led to improved student performance due to the focus on measurable outcomes.
o Behavioral objectives have been shown to enhance teacher effectiveness by ensuring instructional alignment with learning goals (Gronlund, 2004).

Question 16

Behavioural objectives why it works?

Answer 16

Behavioral objectives ensure that instruction is goal-oriented, measurable, and learner-focused, reducing ambiguity and improving accountability in teaching and learning.

Question 17

Follow Through Project (1977) crit ev

Answer 17

Strengths:
The study’s size and scope lend credibility to its findings.
It compared multiple instructional models, providing a comprehensive view of DI’s relative effectiveness.

Limitations:
The project faced criticism for methodological inconsistencies, including variations in implementation fidelity across sites.
Critics argue that the focus on standardized test performance may not fully capture broader educational outcomes like creativity or social-emotional skills.

Critical Perspective: While the study highlights DI’s efficacy in foundational skills, its generalizability to creative and less-structured learning contexts is less clear. The reliance on scripted lessons may limit its applicability in diverse educational environments.

Question 18

Binder (1996) crit ev

Answer 18

Strengths:
The study provided clear, quantifiable evidence of fluency’s benefits.
It emphasized the importance of data-driven decision-making in education.

Limitations:
Precision Teaching’s focus on fluency may prioritize speed over deeper conceptual understanding, particularly in complex domains.
Many studies supporting Precision Teaching are small-scale or conducted in controlled environments, which may limit real-world applicability.

Critical Perspective: While Precision Teaching offers robust strategies for skill mastery, its emphasis on fluency could overshadow the need for critical thinking and problem-solving in some cases. The approach may require adaptation to balance fluency with deeper learning objectives.

Question 19

Browder et al (2006) crit ev

Answer 19

Strengths:
It demonstrated clear benefits for a vulnerable population, highlighting task analysis as an inclusive teaching strategy.
The study’s focus on systematic instruction aligns well with behaviorist principles, ensuring reliability.

Limitations:
Task analysis may be overly rigid for learners who thrive in more exploratory or constructivist environments.
Its success depends heavily on teacher expertise in accurately analyzing and sequencing tasks.

Critical Perspective: While task analysis is invaluable for structured skill acquisition, especially in special education, it may not suit all learners. The approach could benefit from integration with more dynamic, learner-centered methods.

Question 20

Burke (1973) crit ev

Answer 20

Strengths:
Behavioral objectives offer a measurable framework for evaluating learning outcomes.
The study supported the alignment of instructional goals with assessment, promoting accountability.

Limitations:
The rigid nature of behavioral objectives may limit flexibility in responding to emerging learning needs or fostering creativity.
Critics argue that overly narrow objectives could result in a “teaching to the test” mentality.

Critical Perspective: While behavioral objectives enhance clarity and focus, their prescriptive nature may restrict creativity and higher-order thinking. They are best used as part of a broader, more flexible instructional framework.