UNIT 8 LEARNER-CONTROLLED

INSTRUCTION
Structure
8.1 Introduction
8.2 Objectives
8.3 Learner-Controlled Instruction @,€I) :The Concept
8.4 Self-Learning
8.5 Forms of Self-Learning
8.5.1 Rogrammed Instruction
8.5.2 Personalized System of Instruction
8.5.3 Computer-assistedInstruction
8.6 Project Work
8.6.1 Aims of Fkqect Work
8.6.2 Types of Roject Work
8.6.3 How to Organisc Project Work ?
8.6.4 Evaluation of Roject Work
8.6.5 Role of a Student in Project Work
8.7 LetUsSumUp
8.8 Unitend Exercises
8.9 Answers to Check Your Progress
8.10 Suggested Readings

8.1 INTRODUCTION
In Unit 7, we discussed some teacher-conmlled instructional methods, namely, lecture,
demonstration, team teaching and activity-based instruction. In this unit, we shall focus on
some of the learner-controlled instructional methods. Learner-controlled instruction, unlike
teacher-controlled instruction, gives the student greater importance and role in the
teaching-learningactivity. It lays stress on individualised learning or self-learning.
Individualised learning requires careful monitoring of students working on their own or in
small groups on practice a new skill.Before assigning students to work independently, you, as
a teacher, have to provide necessary guidance to ensure that they are prepared to work on their
own. Thus, learner-controlled instruction demands your active participation in the
teaching-learning process. The students may need periodic review with corrective feedback on
their work.
There are various methods of self-learning. Self-learning can more structured or less
structured. In this unit, we discuss programmed instruction. personalised system of instruction
and computer-assisted instruction under more structured self-learning methods and the project
work under less structured self-learningmethod.

8.2 OBJECTIVES
After studying this unit, you should be able to :
define the concept of learner-controlled inslruction:
explain the meaning and types of self-learning;
differentiate between various styles of progmmmed instruction;
acquire the skills to develop programmed learning material;
define the concept and aims of project work;
describe the various typcs of project work; and
enumerate the roles of teacher and students in project work.
 Learner-CmMled Instruction
8.3 LEARNER-CONTROLLED INSTRUCTION (LCI) :
THE CONCEPT
All of you know that any instructional system comprises the teacher and the learner, besides the
curriculum. It is not appropriate to claim that the teacher alone controls the instruction system.
Of course, there are certain instructional procedures in which the participation of the teacher is
more in comparison to that of the learner. But there also exist other instructional procedures in
which the learner plays a pivotal role in the instructional process as compared to the teacher.
Hence, the instructional system which is controlled by the teacher is called teacher-controlled
instruction which we have already discussed in the previous unit. In that unit. we discussed a
few teachercontrolled instructional techniques, namely, lecture, demonstration, team teaching
and activity-based instruction. Similarly, instructional system which is more controlled by the
learner results in learner-controlled instruction.
In learner controlled instruction, the learner takes up the responsibility for his/her learning. It,
however, does not mean that you, as a teacher, have no role to play in learner-controlled
instruction. It is a matter of shifting relatively more of the responsibility of learning to the
students. When we say that in learner-controlled instruction the students assume the
responsibility for his or her learning, we want to draw your attention toward the main attribute
of this method. That is the emphasis here is on learning rather than teaching. Your role becomes
more of a manager, a facilitator or a guide. Your help is essential throughout the instructional
process. Learnercontrolled instruction includes a number of techniques which range from the
simple assignment to the most sophisticated computer-assisted instruction. All learner-
controlled instructional techniques come under the umbrella of self-learning or individualised
instruction. In the next section, we discuss the concept and different forms of self-learning

SELF-LEARNING
Self-learning or individualised instruction developed when teaching methods meant for all
members of a group failed to meet the varying needs of individual students. An underlying
assumption in this method of instruction is that human-beings learn many things through their
own efforts. Every individual has a natural desire to learn on hisher own. Another assumption
is that every individual is unique; he or she learns according to his or her abilities. Hence, any
teaching system based on presentation of information to a group cannot take into account the
wide variation in the rates at which individual students learn. As the students entering
secondary education vary in their abilities, interests and needs, there is a pressing need for a
wide range of instructional alternatives which may cater to their individual differences.
Individualized instruction is the only panacea for such needs. The most common description of
self-learning methods is that teaching is directed towards individual students rather than the
group of students. However, self-learning is not synonymous with independent learning or
learning in isolation from other students. Self-learning may encourage independence from the
teacher; this, however, is not usually the main aim. During self-learning, the students do not
necessarily work in isolation from their peers. The main characteristics of self-learning are :
-.
emphasis on learning rather than teaching
recognition of individual differences
active student participation
working at one's own pacelself-pacing, and
0 provision of feedback and evaluation.
Self-learning as a method of instruction has certain advantages which make it more suited to
the students. They are:
The students learn more effectively when they learn on their own. Self-learning develops
critical thinking in handling of study materials on one's own and enhances
communicative skills and self-reliance.
0 Self-learningprepares the student to face the problems in hisher real life.
0 Learning on one's own is more enjoyable, exciting and rewarding.
0 Self-learningpromotes self-disciplinein the students.
 8.5 FORMS OF SELF-LEARNING
Having discussed the concepts of learner-controlled instruction and self-learning, we shall now
proceed on to the forms of self-learning. Self-learning can be of various forms. There arefccJ4
main categories of self-instruction method: more shuctured or less structured. In (his urutb&
shall discuss both the types of self-learning methods. Under more structured methtkg-
programmed learning, personalised system of inshuction (PSI),computer-assisted instruco9
(CAI) are discussed. Considering the inputs required by a teacher at the secondarylscnluf
secondary school level. project work is presented unda less shuctured methods. First we rnlCe
up more structured methods.

8.4.1 Programmed Instruction

Programmed instruction or programmed learning emerged out of the research conducted by
BF. Skinner on operant conditioning (You will study about operant conditioning in detail in
course ES-332). Although Skinner's name is always associated with programmed leaming.
there were several efforts made earlier by some people In this direction. The Law of Effect
propounded by EL. Thorndike (1874-1949) has direct relevance to programming. According
to this law, learning which is associated with satisfaction is likely to be more permanent than
learning not accompanied by misfaction. Satisfaction in the form of reward reinforces the
behaviour of the student to c h interest in hidm learning. This is an important aspect in
programming. In 1926,Sydney L. Pressey devised a teaching machine which required studentsto
press keys to answer multiplechoice questions and the next question was presented only after the
correct key had been pressed by the student The idea behind such a teirching machine was that after
being exposed to instruction, the student would go through a test presented by a machine and
achieve mastery on all the questions (content) till (s)he ceased making mistakes.
The real landmark in the development of programmed learning was the work of B.E Skinner.
After conducting extensive research on rats and pigeons, Skinner developed a theory of
learning called operant conditioning. According to this theory, behaviour is leamed only when
it is immediately reinforced, that is, when it is followed by some pleasurable event such as
food, praise or attention. Therefore, the task of the programmer is to provide contingencies of
reinforcement so that the correct responses to the questions presented are immediately
rewarded and the incorrect responses are not Skinner opposed punishment for wrong
responses and recommended that punishment should be kept minimum so that there was no
danger of developing a negative attitude towards the learning activity. By applying the principles
of operant conditioningin teaching human-beings, Skinner developed an instructionalmodel which
is popularly known as programmed instruction. The term 'programmed' is used for arranging
learning experiences or events in the most logical and psychological sequence so that the student
gets maximum benefit Etom instruction. Having explained the origin and the concept of
programmed instruction, we now present so you the various styles of programmed instruction.
Styles of programmed instruction: There are mainly two styles of programmed instruction -
linear and branching. These styles aim at programming of subject matter and are widely used in
instructional situations all over the world. However, there is yet another style which is used for
programming of behaviour. This style is called mathetics In our discussion, we focus on the first
two styles.
Linear style: The linear style of programming developed by BF. Skinner is otherwise known
as Skinnerian style. According to this style, the subject matter is broken into small pieces of
information (steps) and is presented in a logical sequence of small steps. These small steps are
called frames. The student is required to go through frames containing a bit or bits of
information and respond to the question given at the end of each £tame. The feedback in the
form of correct answer is provided in the next £tame. The frames are so designed and arranged
that students' errors are kept to a minimum. In other words, programmed instruction ensures
that the student makedcommits minimum errors. An example of linear programming is
presented through the following £tames.
Example of Linear Programming .
35. There are two ways of presenting the frames. In one style, the first
frame leads to the second, the second fo the third and so. This leads
to a sequence that resembles a straight line until the whole
information is acquired by the student. See the example in the box
I 56 wherein six £tames are sequenced in a linear fashion.
 Learner-ControlledInstnictlon
Fl-,F2+M-,F4+F5+F6+
-- --

This type of presentation in which frames appear sequentially one

after another in a line is called a .............frame.
(Go to frame 36)

Correct 36. In the linear frame, after the information has been provided, there is
answer : always a question which may be like 'fill in the blanks' or 'one
linear word answer' to be responded by the student. There is always a
blank or a question in a.............frame for the student t respond.
(Go to frame 37)

Correct 37. Whether it is a blank or a question, the student has to respond to it.
answer
linear The activity on the part of the student to complete a blank or to
answer a question in a linear frame is called a .............se.
(Go to f~ame38)

Correct 38. As mentioned earlier, this feature of the question and response
answer : provides scope for active participation on the part of the students. In
rcsponse the last frame, you participated in the instructional process by
writting the word................
(Go to frame 39)
Source :Mcnon, M.B. (1984).

Branching style : The branching style of programming was developed by Norman, A.

Crowder. His intention was to use the errors to direct the students to an appropriate explanation
or remedial sequence. Therefore. he gave students some information followed by a
multiple-cholce question and provided a different response for each apparently correct answer
(distractor) chosen. Students proceed through such a programme, following different routes or
branches and care is taken to ensure that they understand each point before they proceed to the
next. There are many similaritiesbetween lincar style and branching style. However, branching
style is different from the linear style. There are two main differences betwecn the linear style
and the branching style of programlncd instruction.
In branching style the student is presented with multiple-choice questions and (s)he has to
select the correct response out of the given choices. Then he is routed through branches
according to his response.
This style is based on explanation and reasoning. Therefore, it has been more effective
with brighter students.
An example of branching style is presented through the following frames:

Example of Branching Style

39. Examine the frame you are reading at present. Is it an example of a

linear frame according to the descriptions given earlier for such
frames?
-
Yes, it is go to frame 41
No, it is not a linear frame - go to frame 40

Correct 40. That is right. It is not a lincar frame. You had t choose one of the
answer: two alternative answers provide to decide your next frame. If you
Not a linear had answered ................y ou would not have come to this frame.
frame
(Go to frame 42)

41. No, the last f~amewas not linear because in a linear frame, there is
a blank or question to which the student has to respond and he is
invariably taken to he next frame in the sequence. Hence the last
 frame was ...................
(Go to fiame 40)

Correct 42. It was a different type of frame. The pattern was different from a
answer: linear frame. In a diagram below. Frame 4 gives two alternatives to
Yes the student. It has a provision for branching. See the figure here.

As there is provision for branching in h e 4,it is known as a

...............frame.
(Go to frame 43)

Correct 43. What about the last m e where we brought in the word
answer: 'branching'. Was it a branching frame or a linear frame?
branching Linear -go to frame 44
Branching - go to frame 45

Correct 44. That is right, it was not a branching frame. In a branching h e the
answer: student is provided with two or more possible responses and he
linear 'branches' off according to the response he chooses.
F16 Incorrect answer
F15 F18 Correct response
F17 Incorrect response
The student goes to two or more different frames according to the
choice in the case of a ........frame.
(Go to frame 46)

45. No, it was a linear fiame. It has all the characteristics of a linear
frame namely, a blank space was provided for the student to
respond and all the students were invariably taken to the next
frame.
As the above mentioned characteristics were satisfied by the said
frame; it was a ........frame.
(Go to frame 44)
Source :Menon. M.B. (1984).

Stages for development of programmed learning material; There are three major stages
involved in the development of programmed learning material. These are :
a Planning and preparation of the programme.
a Writing of the programme.
a Evaluation of the programme.
Let us discuss each stage in detail so that you acquire the skill of preparing programmed
instruction material for your students.
i) Planning and preparation of the programme : This stage involves a few specific
activities. These are as follows:
a First, you have to select the topic which is to be programmed This selection depends on
the style of programming to be adopted, the scope of the use of the programme, the field
of specialisation of the programme and so on.
a Second, you have to frnd out the characteristics of the target population, namely, their
age, gender, interests, intellectual level, experiences, cultural background, etc.
a Third, you have to undertake task analysis of the topic selected for programming.
a Fourth, you have to specify the instructional objectives in observable and measurable
terms.
 Fifth, you have to write criterion questions for all the objectives which form part of the LePmer-COnM'" L-dlon
pre-and post-tests to be administered when the programme is gone through by the student.
It provides a basis for evaluating the effectiveness of the programme.
Last, you have to arrange each step/hme/teaching point in a logical sequence. Each
teaching point should contain a new information. Also, you have to look into the type of
learning involved within each teaching point. This is important as you have to design the
instructional strategy accordingly.
ii) Writing the programme :The next important task in programme development is writing
the programme. Generally, the teachers prefer either linear or branching style. But,
sometimes one does find a combination of both the styles in a programme. So the first
decision you have to lake is whether you want to follow linear style or branching style a
a combination of the both. The second task is to take a decision on frame development.
There are mainly four types of frames which find place in a programme. These are :
r Introductory frames - These frames are used to introduce new inforrnatiodexperience.
Teaching frames -These frames provide new knowledge to the students.
Practice frames - These frames provide opportunities to the student to practice what
r
hdshe has learned from the teaching frames.
r Testing frames - These frames are developed to assess the knowledge gained by the
student. The testing feedback will provide information about the level the student
r"
has achieved in terms of prefixed objectives.
While developing frames you should pay attention to the following principles:
r Prompts or cues, wherever necessary, should be used to help the learners in selection of
right answers. The prompts will help the student of commit minimum errors.
Superfluous or irrelevant material in the programme must be avoided in order to achieve
the objectives of the programme.
Learning material should be presented in a sequence of small learning steps (frames),
each step representing a learning point.
r Immediate feedback should be provided after each response to assist the student to know
whether or not helshe is on progressing properly.
The objectives should be spelt out at the beginning of the programme.
The student should be allowed to proceed at hisher own speed.
While sequencing the material, you may be take two approaches into consideration. The first is
expositive or Rule-eg approach in which the rule or principle is presented first followed by an
example. The second is discovery or Eg-rule approach in which an example is given first and
it is followed by the rule or principle illustrated by the example.
Prompt: We have already pointed out that while writing the programmed learning material.
prompts or cues should be used to help the students in the selection of the right answers to the
questions. It is, therefore, appropriate for you to know the meaning of a prompt. A prompt is a
stimulus in a frame which increases the probability of the correct response. Let us understand
the concept of prompt with the help of the following examples.
a The device in the frame which increase the
probability of correct response is called
pr.. ........ Prompt
The capital of France is P..........
'

Thus the role of a prompt is to facilitate the probability of a correct response. The incomplete
words will help the student to provide the correct answer.
Editing the programme: Once the first draft of the programme is ready, you should ensure
that the draft is thoroughly edited by the experts. The editing exercise helps in improving the
quality of the programme. The benefits of editing are as follows:
Elimination of ambiguities and inadequacies in the programme.
Improvement in the logical sequence of the frames.
a Improvement in the technical accuracy of the programme.
0 Examination of the appropriate use of maps, charts and illusaations, etc.. in the programme.
59
iii) Evaluation of the programme: When the writing of the programme is over, the next task
for you is evaluation of the programme. Evaluation of the programme is carried out to
assess the efficiency and effectiveness of the programme. This evaluation exercise is done
at three stages. There are:
a) Individual testing: At this stage, the testing is done on one-to-one basis. Thismeans
that you, as the programme designer, and one representative of the target group for
whom the programme is meant are involved in the testing activity. At the outset, you
should tell the student the purpose of the testing and establish good rapport with
himher. Then you should ask the student to read on the frame and respond to it
loudly. when a particular frame is read by the student, you should ask about the
difficultiesfaced by him/her and those difficulties should be discused with the
student. Thus, you will be able to locate the inadequacies in the programme. By
doing so you will be able to eliminate those inadequacies.
b) S?nall group testing: After making necessary modifications/improvements in the
draft programme on the basis of individual testing, the programme is ready to try out
on a small group of students, say 5-6 students. For this activity you have to give
necessary instructions and guidance to the students. At h e beginning of the
programme, students are administered a pre-test and at the completion of the
programme, students are administered a post-test. The data collected from the
pre-and post-tests are analysed to assess the effectiveness of the programme.
Necessary improvements in the programme should be made on the basis of the
results of the testing.
c) Pield testing: This is the last stage of testing the programme. At this time the
programme is adminstered on a 1arge.groupof the target population. Pre-tests and
post-tests are administered prior to starting and after the completion of the
programme respectively. The data thus collected h r n testing we d y s e 8 and the
programme is modified and made ready for use.

1
Cbeck Your Progress 1
Notes : a) lick mark (d)the right answer in case of questions (i) and (ii). and write the
answer to question (iii) in the space given below.
b) Compare your answers with those given at the end of the unit.
i) Which of the following does not serve the purpose of self-learning method?
a) To enmurage students to leam on their own.
b) To make instructional activity more individualised.
C) To discourage teachers from teaching in class.
d) To develop in the learner, analytical thinking self-dependence and self-evaluation.
ii) Which of the following is absent in programmed learning malerial?
a) Individualised instruction
b) Self-feedback
c) Classroom teaching
d) Students' active participation in learning
e) Small steps
iii) Describe briefly three major stages for development of programmed learning
material?
 L ~ .-Controlled
~ ~Instruction
~ ~ ,
8.5.2 Personalised System of Instruction
The personalised system of instruction (PSI) is another self-learning technique which
emphasises individualisation of instruction and learner-controlledinstruction. It is also known
as Keller Plan and is widely used all over the world. This technique is called PSI because
instruction is designed according to the need and ability of the student. Like other
individualised instructional methods. PSI also allows the student to move through course
material at hisher own pace and requires mastery learning by himher.
Features of PSI: Keller (1968) identified five main features which distinguish PSI from
conventional methods of instruction. These are:
PSI is a mastery oriented learning technique.
It is individually paced technique of teaching-learning.
It uses a few lectures to stimulate and motivate the students.
It uses printed study guides to communicate information.
It uses tutors (or a teacher like you) to evaluate attainment of the objectivesby the student.
Description of the technique: In PSI, the student is given carefully prepared assignments
which generally include programmed learning material, handouts and materials which are
available in the library or at the learning resource centres. The materials include questions and
exercises. The student is told about the nature of assignments. The student is also instructed
about how to read and what to read. At a time, the student is expected to work on one unit only.
The tutors (not necessarily professional teachers) ensure that the student is provided with
proper reading material, remedial material and necessary help whenever he faces any difficulty.
When a student thinks that helshe has completed the material, helshe can come to you. You can
conduct a short quiz or test in order to evaluate the student's mastery over the material. If you
are not satisfied with the performance of the student, you should ask the student to re-study the
course material. If you are satisfied, you should direct the student to proceed on to the next unit.
The students should not be given punishment if s(he) commits errors or secures low
scorelgrade in the assignment. Since the student in this technique learns at hisher own rate
(self-pacing) in order to meet the individual differences in learning, a multimedia approach is
followed in addition to written material.
As an instructional technique, PSI has proved to be a better technique in comparison to
conventional teaching. Research evidence shows that PSI facilitates better performance,
increases retention and promotes transfer of training.

8.5.3 Computer-assistedInstruction
One of the most important contributions of modem technology in the field of individualised
instruction is the introduction of computers in the teaching-learning process. Although, its use
has not yet been extended on a mass scale to our schools, the future years may witness fast
computerisation of the teaching-learning activities. As teachers, we should know the role of
computers in the teaching-learning process. A computer can record, analyse and react to
, students' responses. It can store and manipulate information on an extensive scale; it can
control and manage a wide variety of learning materials; and it can simultaneously cope with
learning requirements of many individuals. It can make a number of planning decisions also.
Before we discuss computer-assisted instruction, let us understand technical description of a
computer in brief. A computer is an electronic device that accepts data, performs operations on
that data in a sequence (decided by the programme) and provides output in terms of results.
Computers can be of various sizes and they are named differently, like mainframe computers,
mini-computers and micro-computers. Apart from size, computers are differentiated according
to the specifications of the electronic devices. These include the amount and type of storage
capacity, the capabilities of the central processing unit (CPU), and the type and nature of the
peripheral equipment (such as disc storage, etc.) that can be connected to the computer.
The basic micro-computer system is shown in Figure 8.1. It consists of an input device (e.g. the
keyboard), the central processing unit of the computer and storage devices (e.g. cassette tape
player, floppy disc device), and the output device (e.g., a TV display unit or a monitor and/ or
printing terminals). The actual computer equipment is called 'hardware', while the term
'software' refers to the instructions, courses or the programmes that the computer carries out.
The input device, usually a keyboard, (or a cassette recorder or a disc device), is meant to feed
data and instructions to the CPU.The control unit in tha CPU receives instructions involving 61
Instmctlonal System
-

w
Input + - -,
- ,,,+ Control +- - - - - - - - -+ Output
device Unit device

*
II

Arithmetic
and Logic
Unit (ALU)

Central Processing Unit

(CPU)

+Flow of informationldata

Fig. 8.1 :Miaocomputer System.

calculation or comparison. It then controls the movement of data fiom the memory of CPU for
arithmetic or logical operations. Once these operations are over. it moves the results to a
specified storage location and/or to the output device. Normally, a TV screen displays the
outputs that computer has processed. A printer can also be used if a hard copy is required.
Computer-assisted instruction: Computer-assisted instruction (CAI) is, in a sense, an
extension of programmed learning material and the personalised system of instruction. In CAI.
there is flow of information and interaction between the computer and the student. The
computer provides instruction directly to the student and allows him/her to interact with it
through the lessons programmed in the system. The student puts questions to the computer and
feeds answers into it with the help of the keyboard. The computer provides feedback to the
student on the basis of hisher performance. On the whole it may be said that the computer acts
as a teacher to the student.
In order to carry out this teachinflearning function. the computer utilises various instructional
modes. Let us discuss these modes in brief.

i) Drill and practice: In this mode, the computer presents to the student a series of exercises
which he or she attempts by giving some responses. It provides the student feedback on
hisher answers in the form of congratulatory message, if it is right, or a corrective
comment, if it is wrong. Thus, computer-assisted instruction provides endless drill and
practice with repetition at a pace that can be controlled by the student. The computer
allows the students to proceed further only when mastery has been achieved by himher.
iij Tutorial mode: In the tutorial mode, as in programmed insuuction, information is
presented in small steps followed by a question. The student's response is analysed by the
computer and appropriate feedback is given.
iii) Simulation mode: Learning experiences related to the real life phenomena are provided to
the student through this mode. For example, the study of genetics, experiments in town
planning, the operation of a system, etc.. can be shown to be student through the computer
simulation.
iv) Discovery mode: This mode uses inductive approach to learning wherein the problems
are presented and the student solves them through trial and error.
v) Gaming mode: In gaming mode teaching can be imparted through a playway mode.
Computer-managed instruction: Computer-managed instruction (CMI) is another
contribution of the computer to the domain of instruction. In CMI,the computer gathers, stores
. and manages information to guide the student through individualised learning experiences. The
computer helps the student move through check-points (in the form of definite activities)in the
education pracess at different times via different paths matching the individual capabilities.
CMI achieves this individualised instructional process by a series of activities administering
diagnostic tests, scoring them, prescribing the appropriate paths and monitoring the progress of
62 individuals all along the route.
 Learner-Coatrolled Instruction
Check Your Progress 2
Notes : a) Tick mark (d) the right answer.
b) Compare your answers with those given at the end of the unit
i) State what is not usually used as a method of instruction in PSI.
a) Lecture
b) Programmed text
c) Audio-visual modules
d) Tutor aids
ii) Which of the following purposes is served by CAI?
a) Teachers get rid of teaching.
b) Students get individualised instruction.
c) Colleges and universities need not appoint teachers.
iii) Match the types of learning provided in Column A with the modes of CAI in Column
B. Each mode of CAI can be used more than once or not at all.
Column A Column B
(Types of learning provided) (Modes of CAI)
a) Inductive approach to learning i) Tutorial
b) Real life systems being learnt ii) Drill and practice
c) Leaming presented by PLM style iii) Simulation
d) Mastery learning iv) Gaming
e) Learning through recreation v) Discovery
f) Leaming controlled by the learner

8.6 PROJECT WORK

Project work, as a self-learning method, is less structured as compared to PLM, PSI and CAI.
It is also called "project method". In schools. you may be giving assignments of various kinds
to your students. Sometimes, certain assignments demand that students work on them for a
longer period, say one week or two weeks, and produce something concrete or describe the
process of certain experiences in the form of a report. Such assignments are called project work
or project method. The dictionary meaning of the project is a scheme or design. Through
project works students get experiential learning. This provides the students an opportunity to
learn at their own pace and time, while they do certain activities more or less independent of
the teacher. Aproject is an enquiry, conducted personally by a student who is expected to use a
variety of methods (e.g. analysis, interpretation, planning, etc.) to undertake a task or study a
subject (in terms of knowledge, skill or attitude) and to write a report, or design and make a
product, or organise an activity, or solve a problem, etc., in Line with the objectives of the
project. Thus, project work helps students plan, observe, analyse and synthesize. It tends to
develop self-learning habits in the students. It provides real-life experiences to them. It aims at
problem solving by them.

8.6.1 Aims of Project Work

The aims of the project work can broadly be classified into the following categories:
Knowledge
Skills
Personality attributes
Let us elaborate each category for better understanding.
Knowledge : Project work helps the learner develop knowledge of the topic and learn the
various techniques used in the area of study.
Skills :Project work develops the following skills in the students:
Skills for independent work which includes planning one's work, hunting for sources.
 Instruetlwal System collecting data, selecting relevant materials, fabricating experiments, manipulating
instructions, making keen observations, analysing results, synthesisiig findings, making
generalisation and presenting findings for use and necessary action.
Skills for group work include working in a group. developing the ability to cooperate with
others, developing fellow feeling and democratic spirit.
Skills for communication include development of oral skills by argument and discussion
with colleagues and supervisor (teacher in ow case).
Personality attributes: Project work also develops personality attributes which may be higher
mental abilities such as critical rhinking, creative thinking, evaluative abiity, analytical thinking,
etc.. and certain affective attributeslike inmest in the area of sbdy, social sensitivity. etc.

8.6.2 Types of Project Work

Project work may be of different kinds. In school context, it may broadly be classified as
laboratory work. field work, and library work

i) Laboratory work : Laboratory work aims at developing certain skills in the student
through activities conducted in conmlled conditions. Such project work is carried out in
science and science-relatedsubjects. The students are requid to undertake mini research
projects. for example, canying out small Iaboratory experiments, Like preparation of
oxygen. dissection of a frog, etc. Laboratory work involves skills of manipulation,
organisation, experimentation and interpretation. 'Ihrough lab work, students get real-life
experiences, of course, in controlled conditions. The students get the opportunity to apply
theoretical knowledge into practice.
ii) Field work: Unlike laboratory work, field work is conducted in real-life conditions, and
not under conmlled conditions. The students are expected to go to the real-life situations
where they observe a phenomenon, collect the relevant data, process and andyse the data
and amve at conclusions. Field work is appropriate for both the physical and the social
science subjects. Community projects also come under field work. Students may be
m o t i v to ~ take up field work to gain first hand knowledge of the subject. Organising a
literacy compaign in the community. visiting a n e . y factory, visiting to a nearby slum.
etc., are some examples of field work.
iii) Library work :Sometimes students may be asked to undertake project work related to
library studies. Such a project has potential to promote individualised learning. Though
the students are not habituated to library work in schools, you can encourage them for it
by assigning library projects. Library projects may be conducted in two ways:
a) After introducing the topic and providing necessary information to the student in
the class, you may tell them about the relevant books which concern the topic
selected for the project work. Students should go through those books and develop
a report on their work.
b) Another way of conducting library projects is fmt to ask the students to read the
relevant books on the topic and then ask them to come with small reports on the
basis of which you can hold discussions with them.
Thus library project can develop the habit of self-study among the students.

8.6.3 How to Organise Project Work ?

Project work is an effective instructional method which requires participation of both the
teacher and the students. Your role in project work as a teacher is very important because
students at the secondary school level may not be competent enough to undertake project work
on their own. With your initiative and direction the students can be fruitfully engaged in the
project work. Let us discuss what is expected of you as a teacha while arganisingproject work.
Preparation for project work: When preparing for the project work, you should help the
student perform the following tasks:
Selecti~hof appropriate s u b j e c ~ s k i U ~ m e d ~ b l e m s / t o pfor
i cthe
s projects.
Offering students a choice of subject~skil~~edmiproblem/topic (if feasible).
I
1 Formulating or rather helping to formulare clear objectives of the project.
Listing the resources and guiding how to locate and use those resources.
64
 Sequencing the work efficiently. Learner-Controlled Instruction

Timetabling the project realistically.

Organising an adequate record system.
Organising and explaining the assessment schedule.
Formulation of evaluation criteria.
Outlining evaluation procedures.
With the preparation of the above tasks, you should be able to set the stage for implementation
of the project. At the implementation stage also. you are expected to perform a number of tasks.
Tasks at the implementation stage: The tasks performed by you during the implementation of
the project are as follows:
Organising a preliminary briefing session for the students.
8 Forming groups for group projects.
Helping every students select a topic/subject for the project
Assisting every student to plan the project by checking the plan outline, eliminating
weaknesses, correcting work sequences, suggesting optimal use of resources, checking
feasibility of the timetable, suggesting appropriate sources of information, etc.
Table 8.1 : Evaluation Scheme for Project Work
Stage of Project Rating Marks Remarks
E VG G S FS U Total Awarded
5 4 3 2 1 0

5
2. Formulation of 5
objectives
3. Task analysis 5
4. Strategy/Plan 5
5. Sequence 5
6. Methods 5
30
Implementation
7. Information 5
8. Project methodology 5
9. Use of equipment/ 5
material
10. Organisation 5
11. Application 5
12. Analysis 5
13. Synthesis 5
35

5
5
16. Conclusion 5
17. Project report or 30
5

50
115 Grand %
Total Marlc
E = Excellent 5 Marks
VG = Very Good 4 Marks
G = Good 3 Marks
S = Satisfactory 2 Marks
FS = Fairly satisfactory . 1 Mark
U = Unsatisfactory 0 Mark
 Instrudonsl System
Checking every student's progress regularly.
Suggesting mmcations to plans when necessary.
Encouraging and assisting individual student frequently.
Checking student's evaluation procedures.
Assessing the project in accordance with the planned scheme.
Evaluating the whole project with other students including the project report, project
product or procedure.
Orgarrising an effective group debriefing session.
Evaluating the efficiency and effectiveness of the project as a learning activity.

8.6.4 Evaluation of Project Work

Evaluation bf project work involves both the processes and the product of the project. The
product of the project may be some concrete material or the project report. A scheme for
evaluation of the project work is presented in Table 8.1.

8.6.5 Role of a Student in Project Work

The student has to play an important role in project work. Though you are there to help him
throughout, the main responsibility of canying out the project work lies with the student. There
are three major stages the student has to work through while carrying out project work These
are:

i) Planniag stage :At the planning stage, the student has to consider the following tasks:
The student should have a clear idea of the objectives and the criteria of the project.
If there is any ambiguity, he should seek your help.
He shollld understand the scope and limitations of the project
He shoulld carry out a task analysis of the project in terms .i~fskill(s), problem(s) or
prOcedure(s).
He should design a suitable plan, strategy or method for d d n g with the project.
a He should arrange the tasks in a sequence and fm a Largee dale to complete the project.
a He should discuss with you various aspects of planning.

ii) Implementation stage :At the implementation the student should carry out the following
tasks at this stage :
Collect all necessary information.
Decide about suitable methods of enquiry.
Use resources such as equipment, materials, available expertise, etc.. effectively.
Cooperate with other students in case of group project.
Carry out the processes involved in the project, namely, analysis, synthesis, application,
I decision making, problem solving, etc.
Stick to time schedule prescribed for the project.
m Secure help and guidance from the teacher throughout the implementation stage.

iii) Reportindpresentation stage: The student is expected to carry out the following tasks
at the reporting stage:
Interpret information and use materials properly.
Draw appropriate conclusions.
Compile an effective project report.
hesent the report, product, procedure, decision or solution effectively.

66
 Check Your Progress 3 Learner-ControlledInstruction

Notes: a) Write your answers in the space given below.

b) Compare your answers with those given at the end of the unit.
i) Mention three impomnt aims of project work.
.........................................................................................................................................
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.........................................................................................................................................
.........................................................................................................................................
ii) What are the major types of project work done in schools?
.........................................................................................................................................
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.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

8.7 LET US SUM UP

In this unit, our main focus was on learner-controlled instruction and self-learning. In
learner-controlled instruction, the instructional activity is controlled more by the students than
the teacher. In other words, the student depends more on himself for learning than on the
teacher. Hence, instructional activity is called individualised instruction or self-learning. There
are various forms of self-learning, such as programmed instruction, personalised system of
instruction and computer-assisted instruction. Apart from these, the student can learn by
himself through relevant project work which provides him experiential learning. In this unit we
have discussed how to organise and evaluate project work. To conclude, it may be said, this unit
provides you an overview of methoddtechniques through which you can develop the habit of
self-learning among your students.

8.8 UNIT-END EXERCISES

1. Choose a topic of your interest from the subject area you are teaching in the school.
Develop programmed learning material of about 50 frames on it using Linear style.
Evaluate the material in terms of students' learning and students' reactions.
2. Select a few projects from the subject area you are teaching in the School. Organise
these projects with your students. Evaluate the performance of your students in these
projects.

8.9 ANSWERS TO CHECK YOUR PROGRESS

1) i) C
ii) C
iii) The three major stages for development of programmed learning material are:
a) Planning and preparation of the programme.
b) Writing the programme.
C) Editing the programme.
It~~ttuctional
System 2) i) A
ii) B
iii) Col. A Col. B
a) v)
b) iii)
c) 9
d) ii)
e) iv)
0 ii)
3) i) Three important aims of project work are the following:
a) It helps in experiential learning.
b) It develops k the learners the spirit of research.
c) It promotes self-learning among students.
ii) Project work conducted in a school may be broadly classified into three categories.
These are laboratory work, field work and library work.

8.10 SUGGESTED READINGS

Chauhan. S.S. (1979) : Innovation in Teaching Learning Processes, New Dclhi : Vikas
Publishing House Pvt. Ltd.
Chauhan, S.S. (1985) : A Text book of Programmed Instruction, New Delhi: Strategy
Publishers Private Ltd.
Derek, Rowntree. (1986) : Teaching through Self-Instruction,London :Kogan Page.
Kulkarni, S.S. (1986) : Introduction to Educational Technology, Bombay: Oxford and IBH
Publishing Co.
Menon, M.B: (1984) :Evolving a Multimedia Approach to Teaching at Post-Graduate Level,
Doctoral Thesis, Baroda :CASE, M.S. University.
Sarnpath. K.. Pannirsclvam. A. & Sanhmam. S. (1984) : Introduction to Educational
Technology. Ncw Dclhi: Sterling Publishers PVLLtd.