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| Unit 5.5 includes The Instruction Cube (TIC): A Paradigm to Analyze the Efficiency of Instruction (PAEI) Lecture Notes; Dimension 1: Lesson Theme – Process or Content; Dimension 2: Instruction Focus – Descriptions of or Discussions about; Dimension 3: Planned Results – Managed Risks of Failure or Other; Eight Options for Instruction; Three TIC Strategies for Instruction; Calculating the Efficiency of Instruction with TIC; TIC Checklist to Plan Instruction; Implications of TIC; Analysts of Instruction; Instructor as Self-Analyst of Instruction; Electronic Technology as Analyst of Instruction; Discussion of TIC ETAP; and Unit 5.5: Assessment.
EduClassics.com describes behavior patterns people use to learn and uses of these descriptions to increase contributions of Classic Education in the 21st Century. This page describes an use of those patterns in lesson planning and instruction. |
Dimension 1 of The Instructional Cube (TIC) consists of two choices for a lesson: whether to give priority in a lesson to process or content. The priority may fluctuate during a lesson.
Process follows rules of logic for ordering the presentation. It describes what a learner must do first, second, etc. to meet criterion.
Content describes the vocabulary and the logic for relating that vocabulary to meet lesson criterion. Vocabulary consists of social objects such as names of wood, food, and muscle movements; of weights of atoms; of sound frequency of middle C.
Priority to process includes two choices, whether to emphasize how people learn or rules the most informed people follow to do X, such as that used in standard English grammar, mathematics, and scientific method.
The Try Another Way system (Gold, 1960s and 1970s) demonstrates ways to anaylze a task according to how people learn in order for a novice to complete a complex task. Gold used assembly of a bicycle coaster brake as the prototype demonstration. Others have used task analysis to complete other complex tasks.
Direct Instruction (Engelmann, 1960s – current) demonstrates systematic use of behavior patterns people use to learn rules most informed people follow to learn school content such as to read, complete mathematical problems and other academic subjects.