The introductory materials science course at Worcester Polytechnic Institute (Massachusetts), while still being regarded as in a state of evolution, has remained nearly constant for the past two years. Since the course is given each term, except summer, to 40-90 students of various disciplines, there has been ample opportunity for continual…

Research reported dealt with teaching two seventh-grade classes using detailed behavioral objectives related to the topics and grouping techniques to provide for individualized instruction. The objectives were written at three levels--Basic, Intermediate, and Advanced--for each topic. The management procedure for each topic included initial class…

Discusses the characteristics, especially the commonalities, of four innovative educational methods: audio-tutorial systems, guided design, programed instruction, and the Keller method. Indicates that content materials still play the major role in student learning at present. (CC)

This report outlines the rationale by which behavioral objectives for Intermediate Science Curriculum Study (ISCS) materials have been generated and their subsequent use in developing the ISCS student self-assessment system. The ISCS project is designed to develop, test, and disseminate a system of individualized science instruction for grades…

Describes a model for a college biology laboratory that is: (1) individualized, (2) self-instructional, and (3) investigative. (See also SE 515 093.) (LS)

Students entering Chicago State University with less than the minimal level of competence in performing basic operations are assigned to a special course. The course is based on 34 computational objectives in four categories: (1) operations on counting numbers, decimals, and fractions; (2) conversion among fractions, decimals, and percents; (3)…

Discusses the course content and instructional methods desirable in teaching modern physics in the secondary school. Argues that physics must be taught in a humanistic manner to replace the desiccated, technological, dehumanized, and generally irrelevant manner in which it has been commonly taught. (JR)

This study was conducted to determine if the inclusion of a required objective attainment condition would increase student achievement when instruction was structured by a program that utilized student selected objectives. The following null hypothesis was formulated: no significant difference exists in the number of student selected objectives…

Described is a model for developing and implementing criterion-referenced instructional units. Advice concerning the development of units and tests as well as classroom organization and management are provided. (SD)

Lists the disadvantages of having required courses and suggests alternatives dealing with behavioral objectives, problem-solving, individualized instruction and a portfolio replacing grades. (LS)

The purposes of this study were (1) to identify and compare the effect on student achievement of an individualized computer-managed geometry course, built on behavioral objectives, with traditional instructional methods; and (2) to identify how selected individual aptitudes interact with the two instructional modes. The subjects were…

Supports competency-based education because it identifies learning objectives, places the teacher as learning facilitator rather than performer and individualizes instruction. An example of a long-range goal, with competency statements and performance indicators to accompany it, is given. (LS)

Seven competencies essential for an effective instructional manager (individual in charge of instruction) are identified: (1) define the objectives of instruction, (2) adjust the instruction for the individual, (3) select appropriate strategy of instruction, (4) organize the learning environment, (5) interact with pupil for pupil success, (6)…