MODIFIED PERSONALIZED SYSTEM OF INSTRUCTION.pdfVIP

318 MODIFIED PERS0NALIZED SYSTEM 0FINSTRUCTlON effectivewaytoeducatestudents，despiteresourcesthatsuggestthismightnotbethecase(Buskist，Cush， DeGrandpre，1991；Ediger，2001；J．P．MurryJ．I．Murry，1992)．Asinstructorsevaluatehowtobestimprove education，oneofthe centralproblems isthatstudentsenterthe classroom with varying skilllevelsand differingaptitudesforlearning(Carver，1974)．Thiswidevarietyoflearnersmakesitdifficultofreducatorsto applygeneraladjustmentstotheirteachingstylesthatalsoaddresstheindividualneedsoflearners． PSIhasbeen suggestedasaneducationalmethod thattakesinto accounttheindividualdifferencesof leamers(Buskisteta1．，1991)．PSIhasitsoriginsintheworksofCarroll(1963)，Keller(1968)，and Bloom (1971)．ThecentralconceptofPSIisthatanysutdentcansucceedifgivenenoughtimeandsupport tomastermaterial(Keller，1968)．Inordertoprovidestudentswiththissupport，Bloom (1971)suggested thatinstruction should includethefollowing elements：organizing conceptsand skillsinto learning units， using assessment to educate learners，giving students corrective feedback，providing students with individualized enrichmentactivitiesto furtherlearningandunderstanding，and ensuringthatstudentshave masteredatopicbeforeproceedingtothenextleam ingunit．Thisteaching styleallowsinstructorstomake majoradjustmentsforindividualstudents，allowssutdentsmultipleopportunitiestomastertopics，andcan closetheachievementgapforindividualswhowouldbeleftbehindinatraditionallecturetypesetting(Bloom， 1971；1976)． MultipleapplicationsandadaptationsofthebasictenantsofPSIhavebeensuccessfullyimplementedina varietyofeducationalsettings(Kuliketa1．，1990；ZimmermanDiBenedetto，2008)．Forexample，PSIhas beeneffectivewithvariousagegroups(GuskeyGates，1986；ZimmermanDiBenedetto，2008)，special needsgroups(Carver，1974；Zencius，Davis，Cuvo，1990)，acrossdisciplines(Kulik，1976)，andwithvarious classroom sizes．Furthermore，PSIpemr itsgifted studentstoproceedatfasterratesthan traditionallecture (Sternberg，1994)an