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| Unit 5.5 includes Dimension 1: Priority of Instruction to Process or Content; Dimension 2: Priority of Instruction to About or Of; Dimension 3: Planned Results of Instruction; Analysts of Instruction; Instructor as Self-Analyst; Electronic Technology as Analyst; Discussion of ETAP TIC; and Unit 5.5: Assessment.Generic Definition of Teaching as Instruction: a. Managing the learning of others. b. Behavioral processes used to change behavior patterns of learners. c. Sequences of descriptions and discussions intended to increase the rate of adoption, adaptation, maintenance, and extension of a behavior pattern by learners. d. An effort to support learners’ survival.
Generic Definition of Efficiency of Instruction: a. The relative rate that instruction changes behavior patterns to those used by the most informed people in a society. b. Lessons requiring fewer trials-and-errors and fewer learner’s resources such as time, effort, and energy to reach a learning criterion. c. The power, skill of instruction to reduce waste and other risks of failure a learner encounters in a lesson. Generic Definition of Efficiency of Teaching Analysis: a. Examining the management of learning. b. Analyzing behavior patterns of learning during a lesson and comparing them against each other and against external criteria in order to calculate the relative waste and risks of failure of learners to meet criterion. c. A way to assess costs in time, effort, and tangibles a learner pays for completing a lesson. d. A way to assess the adequacy of instruction and instructional material to yield expected results. Generic Definition of The Instruction Cube (TIC): an Efficient Teaching Analysis Paradigm (ETAP): a. A behavioral infrastructure of instruction as described by empirical experimental behavioral science research results. b. A framework of behavioral science descriptions and relationships among behavior patterns people use to instruct. c. A framework of behavior patterns instructors use, so others can assess the extent to which lessons promptly increase learning dramatically. |
The Instruction Cube (TIC): An Efficient Teaching Analysis Paradigm (ETAP) describes eight generic choice points instructors use that observers can monitor. These choices exist in three dimensions. Teachers use these choices to instruct (a process) a lesson (a process plus content) in order for a learner to meet a lesson-defined outcome (a result, what’s learned).
Teachers choose for each lesson whether to give priority (1) to the process or content of the lesson, (2) to include discussions about or descriptions of the content, and (3) to identifying behavior patterns of learners they expect to observe by the end of the lesson (results). These dimensions form The Instruction Cube (TIC). TIC serves as an implicit reminder that learners have only n seconds of instruction; learning from instruction is time-bound by that n.
The most efficient teachers select ways to instruct that reduce the number of trials-and-errors of learners to meet the learning criterion of each lesson. These ways are consistent with descriptions of behavior patterns people use to learn.
TIC permits observers to monitor instructors’ choices during lessons.
TIC also guides the refinement of lessons by teachers planning to increase learners’ efficiency.
- Dimension 1: Priority of Instruction to Process or Content
- Dimension 2: Priority of Instruction to About or Of
- Dimension 3: Planned Results of Instruction
- Analysts of Instruction,
- Instructor as Self-Analyst
- Computer Technology as Analyst
- Discussion of TIC ETAP
- Unit 5.5: Assessment
Learning Resources for Instructors
- The Instruction Cube (TIC): An Efficient Teaching Analysis Paradigm (ETAP) Introduction Lecture Notes
- Links to Electronic Media Related to TIC ETAP
- Reading Guides
- Worksheets