Diagnostic & Remedial Teaching
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Under Norman Crowder's Branching Programmed Instruction Theory, a central pedagogical concept—'Intrinsic Programming / Remedial Branching'—functions as a corrective system where learners are automatically directed to specific remedial sub-routines based on errors or incorrect answers during the main instructional text, allowing them to independently correct conceptual misunderstandings before returning to the main stream. Which of the following psychological statements is most authentic and scientifically valid regarding its true psychological implications, self-paced learning, accommodation of individual differences, and immediate feedback in classroom instruction?
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Explanation
Norman Crowder's Branching Programmed Instruction emphasizes intrinsic programming and remedial branching. This theory is built on the premise that every learner has a unique pace and learning style, addressing individual differences effectively.
When a learner provides an incorrect response to a multiple-choice item, the system automatically diagnoses the error and routes the student to a targeted remedial sub-routine. Here, the concept is retaught before returning the student to the mainstream program. This ensures self-paced learning and provides immediate feedback.
- Option A describes linear programming (Skinnerian), not branching programming.
- Option B accurately captures the essence of Crowder's model regarding cognitive diagnosis and self-paced individualization.
- Option C contradicts the learner-centered and autonomous nature of intrinsic programming.
- Option D misrepresents programmed instruction as a traditional lecture method.
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