This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate…

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate…

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate…

On the premise that individualized instruction and its many variations has become increasingly more important to the vocational and technical educator, various aspects of an individualized instructional program are discussed under eight headings: (1) What Is Meant by Individualizing Instruction in Vocational and Technical Education? (2) Why Do We…

Sixty students in four sections of freshman composition participated in a study comparing written corrections of student themes with oral, individualized evaluations in which the instructor explained problems and weaknesses in each theme and helped the student improve the writing. There were no other differences in the activities of the control…

The article describes the design and implementation of instruction in business subjects based on task analysis, individual progress, behavioral objectives, and criterion-referenced tests. Project background, basic student deficiencies, and project evaluation are reported. Success in making specific objectives more accessible to students and…

Experiments with adapted apparatus which allow blind children to discover principles are described. Individualized experiences, specifically designed, are developed in four curricula and a sample lesson is presented. (EB)

This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)

College student's retention of economic concepts is studied. Two years were spent evaluating the improvement of cognitive skills as a function of time, during and after a one-semester introductory macroeconomics course. Each year the students were taught with either traditional or self-instructional materials. (Author/RM)

Two new strategies in computer-assisted language instruction designed to take advantage of the interactive capabilities of the computer are described. (RM)

Tells of an experiment introducing the Montessori system (which is described), stressing individualized approach, in a junior high school. Good results were obtained with good and poor students. It is concluded that the system could be relevant for beginning English classes in other types of schools. (Text is in German.) (IFS/WGA)

Describes a no lecture, laboratory oriented approach to the teaching of the Tech Physics Project. Evaluates success of this approach and identifies alternative formats which have been used in instances in which students needed a more structured mode of presentation. (CP)

Suggests ways to foster adaptability and encourage diversity in the classroom so students can tackle problems of overpopulation and lack of future consciousness and citizen participation. (LS)

A pilot project conducted in a fifth-grade class was designed to allow students to work on basic skill development at their own levels of competence. The grouping and regrouping of students after periodic diagnosis was a major feature of the project. (SD)