Describes a curriculum model designed to clarify some issues involved in individualized instruction. Its intent is to sort through the vast array of programs developed for individualization and to achieve a better understanding of the concept of individualized learning. Based on informal and formal approaches, the model contains: goals and…

Presented are guidelines for the use of learning centers to implement individualized instruction with elementary grade educable mentally retarded students. After an introduction, sections focus on the following topics: goals, objectives, the meaning of learning centers, operation of learning centers, classroom design, and starting the day. The…

The fourth of seven modules on team teaching, this document deals with grouping children for instruction, in order that teachers may understand the purposes of grouping, the various kinds of grouping, the variables to be considered in choosing a method, the ways grouping can facilitate individualized instruction, and the need for a flexible…

This K-6 curriculm guide, developed by the ESEA Title III Model Developmental Reading School at Greensboro, presents an individualized instructional program in listening, speaking, reading, and writing. It covers three main areas of concern: (1) formal and informal procedures for diagnosing physical status, emotional and social growth, and reading…

Recent research by Smith and Glass indicates that academic achievement is often correlated with class size. Findings from the Beginning Teacher Evaluation Study suggest that teachers can do a better job with smaller classes partly because they are able to individualize instruction. Yet the possibility of reducing class size significantly is…