Unit 1: Personal System of Instruction (PSI) and Audio Tutorial Method
When looking at Personal System of Instruction (PSI) and Audio Tutorial Method (AT) they are both models that are moving towards less time spent in class with lecture based instruction and providing more flexibility for the students to learn at ones own pace with guided instruction in and out of the classroom setting. Both models provide a balance of independent learning and instructor presence. I feel that these models allow for instructors to meet with a greater number of students due to the minimal face-to-face time. They also require students to take more responsibility for their own learning. Given this characteristic, I think the PSI and AT models would work best with older students. I could see using both the PSI and AT models with elementary school aged students in the gifted program. These students are usually the students who are being "held captive" in the classroom as other students work or struggle to understand the material. I feel that either model could be an option for these students, if the teacher felt they were mature and responsible enough to handle managing their own learning time. The studies show that several key factors are necessary for the success of these models however; motivation is one of the leading factors. Students in college are typically enrolled for the purpose of learning, therefore would have the motivation of sticking to the course and navigating through the sessions. I think that the AT model is great for even the older college students because it allows them the time to come back together and express what they have learned with the group. This would especially be beneficial for those students who are struggling or unsure about moving through the course. I like that students have both models provide a way for students to meet with the instructor when needed. Another similarity with the models is a clear progression through the course even though students may progress at their own pace. The PSI model allows students to continue through the course as they demonstrate 100% mastery at each unit or section and the AT model allows students to meet with the instructor to quiz on the unit. With the AT model students must be prepared to give an account of the subject as they discuss the material in the scheduled group meetings. I feel that students are held more accountable with the AT model in that they must be prepared to present their knowledge on the topic with the scheduled group and instructor. The PSI model gives the student more freedom to breeze through the course at their own pace. I see that students using the PSI model must be dedicated to learning the material or they could simply cut corners to make it to the end. As a returning student myself, I appreciate both the PSI and AT models because I'm the type of person who appreciates being able to learn at my own pace and on my own schedule. I would be interested in seeing either model attempted at the elementary level where I work.
My initial reaction to both the PSI and AT models is that they remind me of early models of distance education courses. In the PSI and AT models an instructor or proctor is available for students on campus the same as DE instructors are available through email or other Internet modules. I can see where both models could be used in high school and higher education but find it hard to grasp for younger grades. I could see where the AT model could possibly be used in lower grades as teachers already setup “centers” for students to move through to practice specific skills. The AT model could also be beneficial in elementary and middle school if students were not confined to “grades” set by their specific ages. Teachers could serve more than just one class and students could move through the subjects at their own pace. The problem I see with this idea is the lack of maturity elementary/middle school students posses and the question would be arise if they could be responsible for their own progress through the content. On the flip side, students could actually learn more than what is “required” given the freedom to progress through the material at their own pace. I can see using the AT model with my elementary students as a way to differentiate instruction for students who get bored in class and want to move forward without having to wait on the majority of the class. As I mentioned, elementary students are use to practicing skills they have been taught in centers and the AT model would follow the same format as instruct, independent practice, report, assess and either repeat or advance. I could see the PSI model working with my elementary students and possibly using our intervention teachers as the proctors for the classroom teachers. I could even see web-based PSI working for my elementary students if one-to-one were in place so that students wouldn’t have to depend on the one technology lab at the school. Either model would take major rethinking of instruction and guidance.
Voicethread http://voicethread.com/ is a web-based tool that teachers and students could use to carry out the PSI or AT model. Teachers could use Voicethread to present information and instruction to students through video and students could respond through the same tool. Teachers could use Voicethread as one way to assess student’s knowledge on each unit or section before moving to the next.
