Wednesday, February 2, 2011

Ch2: Conditioning Theories - Programmed Instruction

Pg. 67 Programmed Instruction
Third paragraph describes how sometimes failure is a good thing because it makes the learner work harder at a difficult task, this then provides information as to what the learner can and cannot do.  I guess this information could then be used in the analysis of whether a student has mastered an objective or if remedial work should be given to the learner.  I wonder though, if not being able to successfully complete a task would frustrate a student that is used to constant success?


  1. I firmly believe that if a student is having constant success, I am not challenging him/her enough. As I increase the complexity of their work, they do get frustrated at times. However, by breaking the task down into smaller pieces (or "chunking"), they can get small successes mixed with small failures they learn from.

  2. I'm not really sure any of us, students or not are used to "constant success." We are human and for that we are successful as something and fail at others. I believe that be able to figure out a student to know what their limits are can be important but also teaching strategies on solving problems for themselves can be beneficial too.

  3. What I have found from my experience, is that students who are mostly successful, rarely accept defeat. They tend to work longer until they figure out how to complete the task. If they are not able to figure it out on their own, they have a good system that they ask for help. This is usually why these students succeed and remain successful. Good question.