Diagnostic & Remedial Teaching
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Under Norman Crowder's 'Branching Programed Instruction' (intrinsic programming), the concept of 'Diagnostic and Remedial Branching' directs the learner to a distinct and specific remedial path or sequence based on each response alternative, providing immediate diagnosis and resolution of individual errors. Regarding its psychological implications for accommodating individual differences, logical self-learning, and scientific management of cognitive reconstruction in classroom teaching, which of the following statements is most authentic and scientifically valid?
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Explanation
Norman Crowder's Branching Programed Instruction (intrinsic programming) is fundamentally based on the psychological principles of individual differences and cognitive diagnosis.
- Personalized Learning: It tests learner comprehension through multiple-choice formats. Correct answers lead to advanced steps, while specific incorrect answers route the student to dedicated remedial branches.
- Immediate Remediation: It addresses specific misconceptions immediately, promoting self-paced and autonomous learning.
- Cognitive Reconstruction: Unlike linear programming, it tailors the educational journey to the exact cognitive needs of the learner, making option (b) the scientifically correct choice.
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