Instructional Protocol
Instructional Protocol - Related Videos
10:26
Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Cited by 1 •
2021
This protocol guides researchers and educators through implementation of the Problem-Solving before Instruction approach (PS-I) in an undergraduate statistics class. It also describes an embedded experimental evaluation of this implementation, where the efficacy of PS-I is measured in terms of learning and motivation in students with different cognitive and affective predispositions.
08:55
Using the Sleeve Technique in a Mouse Model of Aortic Transplantation - An Instructional Video
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Cited by 6 •
2017
We present an orthotopic aortic transplantation model using the sleeve technique in mice. It is a very rapid anastomosis method, which can be employed in studies of vascular disease.
16:23
Automated, Quantitative Cognitive/Behavioral Screening of Mice: For Genetics, Pharmacology, Animal Cognition and Undergraduate Instruction
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Cited by 18 •
2014
Fully automated system for measuring physiologically meaningful properties of the mechanisms mediating spatial localization, temporal localization, duration, rate and probability estimation, risk assessment, impulsivity, and the accuracy and precision of memory, in order to assess the effects of genetic and pharmacological manipulations on foundational mechanisms of cognition in mice.
07:24
A Protocol for the Production of KLRG1 Tetramer
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Cited by 2 •
2010
This protocol describes the production of KLRG1 tetramer, which is a powerful tool for the analysis of KLRG1 ligands.
07:12
Neutrophil Isolation Protocol
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Cited by 173 •
2008
Neutrophils are among the first cells to arrive on the site of inflammatory immune response, and their functions and mechanisms have been studied extensively in vitro. We demonstrate a standard density gradient separation method to isolate human neutrophils from whole blood using commercially available separation media.
FAQs
Separating these elements lets a practitioner examine which part of an instructional sequence is associated with a change in behavior. A clear antecedent identifies the cue or prompt, the response shows what the learner did, and the programmed consequence records what followed. This sequence makes it easier to evaluate instructional effects rather than attributing change to an unspecified teaching interaction.
Consistency matters because changes in delivery can alter learner responding independently of the intended teaching variable. Standardized cues, prompts, timing, feedback, and reinforcement reduce procedural variation across sessions. In behavior-focused work, this supports treatment fidelity, meaning the intervention was implemented as planned, and strengthens comparisons between sessions or conditions by limiting competing contextual explanations.
Prompting should be described as a planned part of instruction rather than an informal adjustment made from session to session. The protocol can specify when a prompt is presented, what response is observed, and what feedback or reinforcement follows. Recording these details helps practitioners evaluate learner performance under comparable teaching conditions and refine decisions from measured outcomes.
Before implementation, document the materials, instructional cues, prompts, timing, how responses will be observed, programmed consequences, and the data-collection method. These details give different sessions a common structure and make omissions easier to detect. They also help practitioners determine whether an outcome reflects the instructional arrangement or an unrecorded change in materials, timing, context, or measurement.
One protocol framework can organize skill acquisition, behavior reduction, preference assessments, and experimental analyses, while the specific cues, responses, consequences, and measurements vary by purpose. This flexibility makes the protocol useful beyond one teaching target. Its value comes from matching the documented sequence and data procedures to the question being examined.
Measured outcomes provide a basis for deciding whether current instruction should be retained or refined, rather than relying only on impressions. Practitioners can review response patterns alongside the implemented cues, prompts, timing, feedback, and reinforcement. In this way, data connect learner performance with procedural details and help identify changes that may improve consistency or instructional effectiveness.