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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 a use of those patterns in lessons and instruction. |
TIC (The Instruction Cube) represents a learners’ view of lessons and instruction. It identifies what learners do to meet criterion during instruction.
TIC, as an acronym and the first syllable of Tic-Tock of a clock, serves as an implicit reminder that learners have only n seconds for instruction. Thus, the volume of learning from instruction for any learner is time-bound by that n. More efficient instruction increases the volume of learning for a person in a given block of time.
TIC serves as a tool to plan, analyze, and calculate how a lesson includes learner behavior patterns that result in efficient learning. The sooner learners identify these patterns and their relationships to the content of the lesson, the more likely they will meet criterion for learning the lesson.
It also serves as a model to guide development of software intended to increase learning and learning efficiency.
It guides the refinement of lessons when instructors plan to increase learners’ efficiency promptly and directly.
Observers may use TIC to monitor and to forecast the risk of failure that a lesson offers learners.