Argues that individualized instruction does not always result in improved learning, and suggests that in such instances it should be abandoned in favor of more orthodox, simpler procedures. (JG)

Outlines how a Colorado high school individualized a "packaged" instructional supervision system and increased student achievement and teacher autonomy while developing positive relationships among teachers, students, and administrators. (MD)

Argues that individualized instruction is financially and logistically unfeasible and socially undesireable. Suggests that the group-centered classroom is a more desirable instructional approach, and presents nine arguments in its favor. (JG)

Article discusses the development and use of systematic tools and techniques for instructional improvement. (GB)

Describes the 4Mat System, an instructional plan adapted to diverse learning styles, and suggests ways for teachers to use the system. Includes seven recommendations for staff development. (MCG)

A group of school districts in Western Oregon has developed a goal-based improvement model that provides teachers and administrators with a common information base. (Author)

Condensing the teaching of cognitive strategies into a discrete instructional unit is self-defeating. Success in teaching thinking skills results when content objectives are contingent upon activities that also promote thinking and when thinking skills permeate the entire curriculum. (TE)