Advocating individualized instruction, this article provides a model for conducting research on individual student differences which teachers actually recognize and use to modify their instruction. Provides examples of how teachers accommodate individual differences in middle and junior high school classrooms. (JDH)

Predictable books--those that use repetitive, cumulative, or familiar sequences--can be effectively used in individual and group instruction with learning disabled students. (CL)

The quality of an honors seminar reflects more than the course content and the instructor's preferred style. It is largely a function of the extent to which the instructor attends to small-group processes, and group dynamics research offers leadership ideas. (MSE)

Computers added to group work situations for hearing impaired students can be an important instructional tool. Teachers should consider the instructional applications of microcomputers in addition to its assessment role. (CL)

Uses ERIC resources to examine the changes necessary to adopt small group instruction, some of the benefits reported by teachers, and guidelines for initiating it. (HOD)

Describes study circles as a nonformal, learner-centered approach to education. Discusses the role of the facilitator, group format and function, and raises professional issues that group workers need to consider. (JAC)

Describes several classroom cooperative learning activities that allow students to work in teams to achieve a common goal. (AEA)

Pros and cons of teaching large classes are discussed. Five innovative teaching efforts are reviewed as alternatives: lecture-tutorial system, modular teaching approach, self-paced instructional program, diversified learning approach, and teaching information processing system. (ND)

This book explains how college faculty can use cooperative learning to increase student achievement, create positive relationships among students, and promote healthy student psychological adjustment to college. The book contains practical strategies toward these ends and presents the conceptual framework needed to create a cooperative learning…

Attempts to resolve the contradiction between motivating children and teaching them certain reading skills by organizing them into two complementary types of groups, direct instruction and independent activities. (RB)

Describes role of a small group instructor as primarily a listener, a participant, and a resource person. (Author/GB)

Describes experiences teaching biology for nonscience majors in Spring, 1967 by using taped-lecture and taped-documentary approaches. Indicates that, although pessimistic conclusions were arrived at, the documentary was superior to the taped blackboard lecture. (CC)