Curriculum and Instruction

Pedagogical Module

Cs5034

Material preparado por: Dr. Jorge Adolfo Ramírez Uresti

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Traditional ITS Architecture

Expert module

Student model

Pedagogical module

Userinterface

Student

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Pedagogical Module

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Usually associated with a tutoring type of interaction

Other types include: Coach instruction

Group instruction

Learning by teaching

Learning by example

Apprenticeship

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Tutoring

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Characteristics:

Exercise control over curriculum – selection and sequencing of material.

Must be able to respond to student’s questions about subject

Must be able to determine when students need help and whatsort of help

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Central Issues in Tutoring

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The nature of learning Most approaches assume student do not know anything

about the domain.

Not always true! Students possess wrong skills

Too much knowledge

Tutor must: Eliminate inappropriate knowledge and

Transmit new correct knowledge

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Central Issues in Tutoring ...

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The nature of teaching

Unwritten assumption that instruction should be designed

to take best advantage of mechanisms of individual learning.

However, human learn also by cooperation.

Instruction must be seen as a process of communication.

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Central Issues in Tutoring ...

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The nature of the subject matter Expository tutors

Factual knowledge and inferential skills.

Students make inferences knowledge.

Problems: maintaining focus and coherence and covering the subject matter in an order

Procedure tutors

Skills and procedures that have application outside the tutorial situation –problems and examples.

More like coaches.

Problems: ordering sub skills of a target skill and, selecting examples and exercises.

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Curriculum

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Problem of curriculum can be broken into two problems:

Formulating a representation of the material

Selecting and sequencing particular concepts

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Selection and Sequencing

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Topic selection in expository tutors

Two sources of constraints:

1. Topics must be selected to maintain coherence and to convey

the structure of material

2. Selection of a topic for discussion must reflect previous student’s

reaction

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Selection and Sequencing ...

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Topic selection in expository tutors...

Solution to constraint 1: Web teaching.

Curricula should conform to the following principles to guide selection of materials:

Relatedness: Give priority to concepts that are closely related to existing knowledge.

Generality: discuss generalities before specifics.

Static framework for curricula

Does not address mechanisms used to formulate and reformulate curricula within a dynamic context.

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Selection and Sequencing ...

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Exercise and example selection in procedure tutors

For procedural skills

Standards for the selection:

Manageability: exercises must be solvable and examples must be comprehensible.

Gagné and Briggs method:

Analyse skills into a prerequisite hierarchy of instructional objectives.

Highest level = primary objectives, descendants = prerequisites.

Curriculum should devote a single lesson to each instructional objective.

Matching principle: presentation of both positive and negative instances of the concept to be taught.

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Selection and Sequencing ...

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Exercise and example selection ...

Standards for the selection:

Structural transparency: sequence of exercises and examples should reflect structure of procedure being taught and should help students induce the target procedure.

Theories must have two components:

Specify how to derive a sequence of exercises and examples

Explain how a student can interpret the sequence in order to learn something about the procedure

Example: Step theory

Curriculum divided into discrete lessons, each adding a single decision point or step in the procedure to be learned

Examples and exercises in each lesson can use only the step to be learned or previously seen.

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Selection and Sequencing ...

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Exercise and example selection ...

Standards for the selection:

Individualization: exercises and examples should be chosen to fit the

pattern of skills and weaknesses that characterize the student.

Manageable with skills already possessed

Easily related to skills already possessed

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Skills Network

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Print String Literal and

String Variable

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Print Element of

Numeric Array

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Print String Literal and

Numeric Variable

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Print String Variable

02

Print String Literal

03

Print Numeric Variable

A - Analogous to

H - Harder than

S - Same difficulty

P - Prerequisite to

H

P

H

PAH

AP

H

AS

H

P

P

A S

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Student Profile

Skill State

. .

02 Learned

03 Easy

04 Learned

. .

. .

. .

28 Trouble

. .

30 Marginal

. .

. .

. .

68 Unseen

. .

. .

Exercise Library

Exercise Required Skills

. .

. .

. .

17 02,03,13,55

. .

. .

. .

47 02,04,13,14,52,55,62,80

. .

. .

. .

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Instruction

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Methods to deliver a curriculum

Initial presentation of material

Way of responding to students’ questions

Condition and content of tutorial intervention

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Instruction – Presentation Methods

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Depend on subject matter and instructional objectives

Expository tutoring -> dialogue

Procedural tutoring -> examples and coached exercises to

develop skills

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Instruction – Presentation Methods

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Dialogue

Dialogues

Need to be planned to address instructional objectives

Must be sensitive to evolving tutorial context

Type of objectives for conducting tutorial dialogues:

Teaching of facts and concepts

Teaching of rules and functional relations

Teaching of skills for deriving these rules

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Instruction – Presentation Methods ..

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Dialogue ... Teaching facts and concepts

Asking for or explaining the material

Based on:

The importance of the material

The student’s knowledge

Teaching of rules Involves inducing student to consider relevant data to formulate rule.

Presenting case data that makes rule clear

Entrapment strategies that enable student to eliminate incorrect versions of the rule.

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Instruction – Presentation Methods..

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Dialogue ...

Skills for deriving rules

Taught as procedures broken down into

Components

Exercises and examples that address each sub skill

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Tutorial dialogue Strategies for Different Instructional Objectives

Instructional Objective Strategies

Teach facts and concepts Elicit fact or concept

Explain fact or concept Teach rules and relations

Case selection strategies

Entrapment

Teach induction skills Exercises and examples

oriented to subskills.

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Instruction – Presentation Methods..

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Instructional Modelling

Useful for introducing students to procedures they must

learn

Use worked examples or guided practice

Have a formulation and presentation of procedures for working the

examples

Be based on representation needed to acquire target skills

Presented in a manner that shows how each step applies

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Instruction – Presentation Methods..

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Instructional Modelling ...

Vehicles to explain procedures

Language

LECOBA

Displays (images) showing concepts

Subtraction

Diagrams of relations

PATSY

Geometric objects

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Instruction – Answering Questions

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Essential function of human tutors

Major difficulties: Natural language comprehension and generation

Options:

Menus

Template-matching strategy

Predefined text

Domain knowledge Model of domain

Step by step explanations

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Instruction – Tutorial Intervention

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Break student’s ongoing learning activity

Objectives: Speed the course of instruction

Maintain control of tutorial situation

Protect student from exploring paths that are not instructionally useful – are errors useful?

Problems: When to intervene

Formulate the content of intervention

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Instruction – Tutorial Intervention ...

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Conditions for intervention

Two major approaches:

Model tracing: intervention whenever the student strays from a

known solution path.

Issue-based tutoring: intervention only when the tutor can make a

positive identification of a particular occasion for intervention

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Instruction – Tutorial Intervention ...

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Conditions for intervention... Issue-based better than Model tracing

Does not restrict its intervention to remedial instruction.

Good performance and bad performance are good moments for intervention.

Can be more informative in the content as they “speak” the issue that caused the intervention.

Model tracing will intervene even when the student finds a better approach than the expert module – Issue based remain silent.

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Instruction – Tutorial Intervention ...

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Intervention examples:

Never intervene on the first moves so students can

concentrate on the mechanics of problem/game.

Do not offer advice if a player is doomed to lose no matter

what.

Congratulate players on exceptionally good moves.

Wait until the student has committed a certain number of

errors before intervening.

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Instruction – Tutorial Intervention ...

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The content of intervention

Correcting the problem that caused the intervention is NEVER used.

Informing low-level actions to recover from a bad situation would waste the opportunity for the tutor to teach students about the situation.

Provide advice at the next higher level of abstraction

Require students to apply this advice to their own concrete situation.

Adapt intervention to the student’s level of sophistication in the task

Neophyte vs. almost expert.

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LECOBA

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LECOBA ...

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Teaching / Lecturing

Curriculum divided into levels

Each level has a file divided into paragraphs.

Paragraph every time student presses “OK”

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LECOBA ...

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Examples

Presented after lecturing

Similar to teaching: series of paragraphs describing the current

example

At least one example per level

Maximum of 3 examples per level

Selection of examples based on SM

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LECOBA ...

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Problems

Tutor selects a problem for the student and the LC to solve

TOGETHER

Student always decides who solves the problem: herself or the

LC

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LECOBA ...

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Selection of problem: Use of SM and Mastery Criterion (MC = 0.70) IF PV of a rule >= MC THEN rule learnt

Boolean expressions for problems and examples ordered into 5 proficiency grades.

Average of all taught rules whose PV < MC. Expression selected is the one which if solved correctly will need the use

of all or most of those rules.

An already selected expression can be selected again but not two consecutive times.

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LECOBA ...

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Observing

Tutor “disappears” after student has decided who will solve

the problem

Task to monitor progress.

Unobtrusive tutor

Attention of student must focus on the interaction with the LC.

Tutor is controlling the LC’s actions.

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LECOBA ...

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Comments Tutor gives feedback to students.

Tutor comments on their performance: Good work!

Comparison of students’ work with tutor’s resolution.

Tutor decides next activity

Advance a level

Solve another problem

Study another example

Study the current lesson again

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Tutor’s control of LC

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LC implemented using simulation techniques = not

actually learning

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Tutor’s control of LC ...

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Control of LC done in 2 forms:1. Selection of LC’s expertise

Initial LC set before student starts firsts interaction.

LC mimics the student’s expertise

Knowledge depends on how much student knows.

Weak LC:

Calculate difference between PVs in current SM and PVs in previous SM.

Place rules in one of following lists: Worse, Equal or Better.

Order rules in ascending order.

Equal -= 0.05, Better -= 0.10, Worse no change

InUse = [Worse,Equal,Better]

Different order and less knowledge

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Tutor’s control of LC ...

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Control of LC done in 2 forms:1. Selection of LC’s expertise ...

Strong LC:

InUse list of SM is used.

One of the following changes is made:

Student not using all rules taught -> add best rule to use.

Not using restriction of Basic Laws -> add best

Not using correct order suggested by tutor -> order InUse until one more rule is in correct order

Else -> No change to InUse

All rules are added 0.10

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Tutor’s control of LC ...

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Control of LC ...

2. Control while collaborating to solve a problem

While the LC is to give a suggestion

Student worsening her performance

Rule decrements more than 50% from beginning of problem ->

suggest that rule

LC will say that “it has consulted the summary”

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Tutor’s control of LC ...

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Control of LC ...2. Control while collaborating...

LC working on the problem

Tutor controls LC’s next move if student is worsening

Rule decreases more than 50% -> control moves until PV rises to 25%.

LC will say “I have seen the summary”

Student giving a suggestion

Tutor orders a weak LC to accept a suggestion when student is beginning to learn a rule – weak LC may reject a correct suggestion

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