Personalized System of Instruction (PSI) is sometimes called the Keller Plan and that's because it was developed by Fred S. Keller, along with others, in the 1960s. The research shows that when compared to traditional lecture-based methods of instruction, The Keller Plan has an influence on learning that is significantly positive.
As I learn more about this method of instruction, I see its relation to the use of instructional technology, especially as this technology facilitates distance and independent, self-directed learning. Traditional classroom teachers, even those not yet in a 1:1 or technology rich environment, will most likely find they incorporate many, if not all, of the five elements of the Keller Plan.
- In PSI, written texts provide the medium through which new ideas and content should be presented. This is not to say that other media is not to be used (I would be hard pressed to find a teacher who says that the role of digital media is sure to decline), only that there is great instructional value in texts which are in the students possession; i.e., texts that are portable, can be read at a place and pace determined the student, and can be reviewed and annotated by the reader. My school is demonstrating a renewed emphasis on literacy and the use of grade level texts, and as we increase our use of ebooks and ereaders, we are seeing the potential in portable and personal text. This is not to say there are no drawbacks, but we are learning how to use this new technology.
- While the teacher may establish the order in which lessons are done and units of study completed, students proceed through the material at their own speed. Again, this sounds like a 1:1 classroom.
- Students have time to explore the material at their own pace; they are no longer compelled to stay on the same page. This is the promise of education enhanced through technology: personalized instruction.
- The previous bullet point notwithstanding, students must demonstrate mastery of the material before they are allowed to progress to the next unit. Students who are unable to demonstrate mastery are redirected and review unit materials. Being allowed to continue is, to behaviorists, sufficient motivation; classroom teachers, those jaded and otherwise, know that for some students, "being allowed" to move on to the next unit of study is hardly motivational.
- The future classroom teacher will be more of a facilitator of learning rather than the fount of knowledge. They guide students by addressing areas of weakness and modifying learning activities based on constant formative assessment. Teachers will model and reinforce the learning behaviors necessary for success.
Barry, I like how you compared 1:1 to PSI. While I was reading the articles, I automatically thought of higher education and did not think of what PSI looks like in our public school system. I appreciate your view of our assignment and stating how teachers will be facilitators. Perhaps with modern technology A-T can suit distance learners by having a virtual lab online where the professor provides all that is needed.
ReplyDeleteYou provided a great reflection of the PSI and Audio-tutorial teaching methods with ties to the K-12 classroom. Students need to learn to adapt and manipulate material, and the best way to teach this is through modeling adaptive courses and lessons that require critical thinking for completion. I personally love the transition from teacher-centered to student-centered learning; I feel it is a better reflection of life after school.
ReplyDeleteShort of hearing about 1:1 learning from you in your opening remarks, I haven't heard of it prior. Given I lead a sheltered existence, but it sounds great! PSI does hold the promise though the we as facilitators of the learning process rather than as direct teachers to provide instruction and insight into each of our respective disciplines.
ReplyDeleteConcise and very well written Barry.
Keith
Interesting comparison, Barry! Did you catch, though, that in PSI - mastery means 100% of the content and lesser grades than A are not assigned? In other words, it's either you've learned 100% and pass or not. I think you hit the nail right on the head when you talked about motivation and "being allowed to continue," especially with younger children. Even behaviorists would agree that more "rewards" may be needed with these learners.
ReplyDeleteBiljana