Suggests ways to use media to improve teaching and learning in social studies classrooms. Examined are the use of multimedia packages for individualized learning, problem solving with media, having students design an instructional unit, and the use of media in a traditional classroom. (RM)

Distinguishes self-directed learning from individualized instruction and discusses the role of the teacher in promoting self-directed learning. (FL)

An alternative inservice concept presented attempts to individualize inservice for teachers. The basic idea is one of offering a large number of possibilities for personal-professional development to the teachers. A brief description of the risk involved and the possibility of inservice growth on the part of teachers is included. (Author/TLJ)

The author considers several issues regarding the development of report card grades for the mildly handicapped mainstreamed student by the regular class and resource teacher. (SW)

Provides an outline of a 10-session, individualized nutrition/fitness course for junior high school students. Course topics include growth, body composition, exercise, energy, and nutrition. Through the use of worksheets, students assess their own anthropometric measurements, calculate energy expenditures, analyze diets, and compare dietary…

Proposes the use of Goal Attainment Scaling (GAS) for evaluating Individualized Educational Programs (IEPs) that must be developed for all students classified as educationally handicapped. Explains the use of GAS in constructing attainment or outcome estimate goals for identified problem areas, and discusses its usefulness in planning, record…

The author answers Jere E. Brophy's criticisms of a previous paper on the usefulness of behavior analysis for improving classroom teaching and learning. Briefly discusses the issues of control of student behavior, individual versus group learning, and behavior analysis versus traditional classroom management methods. (Author/MJL)

Describes a self-paced, computer-managed Advanced Learning System (ALS) developed at Western Illinois University for teaching economics. Results of a study comparing ALS student comprehension and information retention to student achievement in conventional economics classes is included. (AM)

Recommends that individualized instruction be used to teach social studies. Topics discussed include the tradition of individualized instruction, the relationship of individualized instruction to social studies, the advantages of individualized instruction, and new individualized instruction technologies. (DB)

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)

Presents specific guidelines for designing instructional programs that will be delivered on microcomputers so that these programs will use the capacity of the microcomputer system in a way that will develop in learners a range of cognitive skills and help learners to evolve useful learning strategies. (Author)

Described is the concept of Benjamin Bloom's Mastery Learning as a teaching method. The author concludes that, by its very definition, Mastery Learning cannot be superimposed on traditional education. (KC)

Describes an electrical wiring class taught in a Florida prison by one of the inmates. The class progressed from a lecture format to one of individualized instruction, with some of the more advanced students helping the others. This led to increased self-esteem on the part of the students, which was the biggest success of the program. (JOW)

Describes an individualized system for teaching both typing and shorthand to nontraditional students. Describes the program's organization, including the use of audiovisual materials and a secretarial science laboratory. Students can learn at their own rates, consult with an instructor whenever necessary, and compete only with themselves. (CT)

Resource room teachers, special educators, and regular education teachers participated in a federally funded inservice training program designed to analyze teacher needs related to instructional aspects of the Individual Education Program (IEP). (MER)