Micah Wei-Ming Leo Barrington College Barrington, Rhode Island 02806
Chemistry
The Keller Plan, the personalized system of instruction (PSI)/or the self-paced study, was originated by Dr. Fred Keller and Dr. J. G. Sherman, formerly of Columbia University, eight years ago and has since spread across the States, Canada, and Brazil. The Keller Plan is self-paced, mastery-oriented, student-tutored for college level instruction with classes of all sizes operating a t some 150 to 200 colleges and universities (1). It has also been tested a t both the high school level and graduate school level. It has been applied in various subjects. A recent survey (2) has shown that a t least twelve disciplines have adopted the Keller Plan in various schools. They are psychology, physics, engineering, mathematics-statistics, chemistry, biology, computer programming, Spanish, English, sociology, speech communication, and office management. In the Summer of 1971, the writer was granted an NSF fellowship, attended a special course in the Keller Plan a t the Education Research Center of M.I.T., and was convinced that the Keller Plan is definitely a better approach for learning than the conventional spoon-feeding method of classroom lectures. In the Fall of 1971, the first Keller Plan course was tried experimentally in the freshman chemistry class a t Barrington College on a voluntary basis (Fig. 1). The results were gratifying and rewarding ( 3 ) . The students who took the Keller Plan did much better in their grades than the conventional group. Similar results
-First, CII~SS Assembly I n l r o d ~ ~ t lof ~ nthe Kelier Pion
Studies of his own pme. (With the aid of tutors and l o r i n ~ t r u ~ l owhen r needed)
P o
m
t
Toher a unit test.
pow Discusses questions missed.
\
1
not
pass
Dirusses problems not
mas ered
When cornpiete~oll unit tests, receives a B.
Figure 1. A flow chart of the Keller Plan adapted in chemistry a1 Barrington College.
by the Keller Plan
PSI Group
\
Lecture Group
-
0
Original
10 months loter
Retention
Figure 2. An example of test scores as a function of inslructional method and retention level.
were reported from other colleges and universities where the Keller Plan has been adopted. An example of test scores (4) as a function of instructional method and retention interval is given graphically in Figure 2. With the above positive notes about the new learning process, we are encouraged to further emphasize the Keller Plan in other areas of chemistry, namely, organic chemistry and biochemistry, this school year. The purpose of this paper is to introduce this new approach of instructional system to educators in chemistry and associated fields who may be interested and benefitted by it. The philosophy and mechanics as well as pertinent information of the Keller Plan applied in chemistry are presented herein. AsDr. Ben A. Green, Jr. ( 5 ) of M.I.T. pointedout The concept of an instructional system is not useful until we distinguish between teaching and the transmission of information. It is obvious that one does not teach violin playing merely by transmitting information to the student about how to play the violin. The student must do his oart. and the teacher must evaluate and r e q x d l a the i l u d ~ 5~e.f i~m s l ' h t i t u d e n t IZ an a c l l t r &men1 i n n prow. n .Im r r r l \ a rcvclr.erul i n f m m a t m n .
Dr. Green further stated that to design a n instructional system is to arrange a sequence of three-step cycles of
Volume 50,
Number I , January 1973
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learning process: presentation, response, and consequence, in such a way as to optimize learning. Between extremes of a programmed instruction and a semester plan of lectures (presentation), final exams (response), and course grades (consequence), the optimal mean, which is psychologically and behaviorally sound, appears to be the Keller Plan in which the content of the materials of a course is divided into about 12 to 20 units. The student is expected to study and to master unit by unit a t his own pace. When the Keller Plan was introduced in the chemistry class, students were advised on a self-paced, personalized learning process during the first class and were given detailed instructions on the mechanics of the course in oral and written forms which constituted a "contract" between the students and the instructor. The student is given a "study guide" which was prepared by the instructor in advance. The study guide gives explicit objectives which the students have to achieve. When the student has achieved the objectives, he will take a unit test. A tutor gives help when needed and administers and reviews each unit test with the student as soon as the test is completed. One can take as many tests as he wants every week. There is no penalty for the number of failures for these tests as long as he finally learns the materials and passes the tests. If the student passes, he goes back to the instructor for the next unit's study guide. If he fails, he also goes and reports to the instructor, who will note the time. Thirty minutes later, the student is entitled to take a retest on the unit. The tutor is instructed to grade the test on the basis of what the student wrote, and then to talk with him about his work. The student can then clarify what he meant on the paper. The tutor is also instructed to let the student fix arithmetic errors without taking a retest and the tutor is allowed to cross out the old grade and enter a new one if he thinks the student really understood the point of the problem. The tutor keeps the test paper for review by the instructor a t a later time. Tutors are students who passed the course previously. The most important role a tutor plays is the detection of problems and discussion of errors after the unit tests. Whether a student advances to the next unit or takes a retest, the mistakes are always discussed. This prevents the unfortunate situation of going ahead without mastering the subject matter in each unit. The tutor also keeps records and gives feedback to the instructor. The role of the instructor is to prepare study guides, to make unit tests, to administer and to review the testing program, to schedule tutorial service, to supervise tutors and laboratory assistants, to conduct special lectures, trips, films and other enrichment activities, and to manage and direct the total Keller Plan as smoothly and efficiently as possible. He also works individually with students who have special interests or problems encountered by the tutor. Grades are decided by the student's completion of unit tests in combination with his performance on final examinations and laboratory work. Successful completion of all units will ensure a student a B, and will admit the student to the final examination, where he may raise his grade to A with a good score. The grade thus obtained will account for 80 per cent and the lab grade the other 20 per
50 /Journal of Chemical Education
cent. However, unless a student passes his laboratory work, he will not pass the course. For passing less than the whole assigned units, a less-than-B grade will he given. However, a student who wishes to take longer than one semester to finish the course is allowed, provided that (a) he has completed over half of the total number of unit tests by the drop date and is still in the course at the end of the semester, and (h) he talks it over with the instructor and gets his permission and the Dean's approval. On the other hand, by special permission, a student can take the whole school year's course in one semester. This flexibility allows students to achieve what they usually cannot in a course of the conventional approach. Those who finish unit tests early will be eligible to take their final examination about two weeks early. This gives those students a chance to get the course out of the way so they can concentrate on other subjects. Because of the built-in nature of the system, the grades of students do not follow a normal curve with a few A and B students, and a majority of C students, hut the numhers of A and B students are -meatlv increased. Lectures are few and are open only to students who qualify to attend them. This means one will have to have passed a certain unit to be admitted to a certain lecture. Attendance is not required, however, and the materials covered would be relevant, and hopefully interesting and entertaining, hut it is not to impart basic course material, but to motivate students and provide an example of professionals at work. Laboratory experiments are conducted in usual manner, except open lab is also made available to enhance the self-paced approach. Students' reactions toward the Keller Plan have been most favorable. They are glad that it has done away with the ritual of class attendance, and has motivated their own initiatives. The Keller Plan gives them both the freedom and responsibility they long for in their search for knowledge and truth. The fact that the student newspaper had picked up the news item on the Keller Plan and puhlished it on its front page seems to say that it is a relevant approach to today's students. Local newspapers also published the news of the chemistry teaching by the Keller Plan a t Barrington College. Many inquiries about teaching chemistry by the Keller Plan have been received from universities in the States and Canada. The reactions of colleagues have been influenced by students' attitudes. Many have shown curiosity and interest. Several faculty members are adapting the spirit if not the body of the Keller Plan in biology, geology, ecology, genetics, lower plants, and psychology. The uncertainty and worries of the administration were changed into cooperation and encouragement as good responses from students became evident. In conclusion, the Keller Plan appears to be an excellent alternative method for teaching chemistry as well as other disciplines of today. Literature Cited l i l E.R.C. Confoienc~S l v d i ~ rInnovative Kolier Plan. M.I.T. Teck Talk. Ortoher 20.
1971. I21 P S I . Sewsletrer. Isrue So. 5 , dune I I Y W I ' r u r h t ~ l o Depl.. ~ Gefazetorn I ' n i r e n i ~ rr .,, Waihinulnn ~
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1:il Leo. Micah W. M. A preliminary report on teachme rhemirlrv b? rhe Keller Plan at Barr~nplonCnllege.Paper presented at E.K.C. conlerenre. \l.l.l.. Fall. Is;, I41 Corey. I.R.. McMlchael. .I.S . . and 'Tremmt. P. S. 1.mg-Term clferti 01 pernmalized instruction i n a n introducforr u r r r h ~ ~ l ciwrse. o~r P a w r ur~renteilat E.P.A..
