Presents four guidelines for improving individualized instruction, based on the author's experience with the "mastery learning" approach to instruction. (JG)

Mastery learning, an approach originated by B. Bloom and based on formative testing to give the student feedback and correction, is advocated as an effective way to individualize instruction in a mainstreamed setting. (CL)

No significant differences in handball knowledge and skill were found between traditional, contractual, and independent study methods of learning the sport. (MB)

Describes an individualized chemistry course based on mastery learning. The course uses the CHEM Study inquiry approach and textbooks with students proceeding at different rates, according to their individual abilities and interests, through a prescribed set of learning activities involving readings, sound pages, films, experiments, problem sets,…

The development of mastery learning theory is traced as a teaching-learning strategy and its application in five steps is discussed. Practical classroom concerns are considered and the implications for the teacher's changing roles are examined. (CL)

Discusses the planning, development, implementation, and course management required to use the Personalized System of Instruction in the basic speech communication course. (PD)

This individualized program has as its main components homework sheets, mastery tests, and progress sheets. (MP)

Mastery learning offers a way for teachers to offer individualized instruction to students and to help more of their students be successful in learning. Practical implications of using the mastery learning approach are described, followed by evidence of its effectiveness. (JDD)

Suggestions are offered for ensuring the effectiveness of individualized instruction and mastery learning. One or two brief ideas are presented in each of the following areas: (1) homework; (2) after-school help; (3) supplementary corrective programs; (4) parent involvement; (5) enrichment exercises; (6) supplementary materials; (7) student tutors…

A new idea is catching on fast: instead of giving all students the same classroom time and grading A to F, give each the time and the teaching technique he or she needs to master the subject. (LBH)

The Reading Experiences Associated with Partners (REAP) approach to science combines reading process and product. Students work together sharing their ideas, interests, and knowledge. Results are recorded, and every effort is made to arrange the classrom so that it will aid students in meeting the task objectives. Children can be paired with a…

The extent of use of the Personalized System of Instruction (PSI), also called the Keller Plan, at a large university campus was investigated. Attention was also directed to the features of PSI used: mastery criterion, self-pacing, proctors, number of times students could retake an exam, and the number of forms of each examination used. The PSI…

In this practicum, 15 learning-disabled pupils in grades two and three participated in an individualized program featuring mastery learning, a personalized system of instruction, attention to learning style and modality, and behavior modification, in order to improve reading levels and poor behavior. Program components included learning stations,…

A description is provided of a project that was conducted to design, implement, and evaluate traditional and guided-practice instructional modules for independent learning of word processing skills. After an overview of the project, the report outlines the following steps in module development: identifying an instructional goal, conducting an…

A general science course designed to meet one of the science requirements for prospective elementary school teachers at the University of Alabama emphasizes mastery learning of factual content, and is intended to provide an overview of the several areas of science that typically constitute elementary school science. This report describes this…