The perpetual problem of being overwhelmed by instructional paper work resulting from an individualized instructional program led to the development of Managed Instruction with Computer Assistance (MICA) for use by the Sherman Elementary School staff in Madison, Wisconsin. (Author)

This article describes auto-tutorial units for teaching manual skills to occupational-therapy assistant students. (JS)

In order to make all learners feel that they are involved in the learning process, activities dealing with the human concerns of control, connectedness, and self image are suggested. (DE)

The author finds that students who have not previously mastered arithmetic skills do not benefit from an individualized review course. He describes such a course and presents four case studies in support of his position. (SD)

The author proposes a method of diagnosis through activities rather than traditional testing. In this approach the teacher assigns activities in which the student is known to have an interest and which require the skill to be tested. (SD)

Teachers are urged to plan for activities that bring a class together in a social environment to develop group unity. The design of a successful activity is presented. (EB)

Ninth-grade students were given a battery of cognitive aptitude tests and randomly assigned to verbal or figural mathematics instruction. Learning and retention were correlated with the aptitude measures and other fixed variables; regression analysis indicated the importance of memory, semantic factors, and sex difference. (SD)

In French, the author traces the development of vocational education in New Brunswick; despite a general decrease in school enrollment, adult vocational training has increased. A "modular" carpentry course illustrates an individualized approach minimizing the problem caused by unilingual instruction of students, some of whom speak…

A 12-step procedure is offered to help cooperative education coordinators develop and build the individualized packages necessary to relate classroom instruction with work experience in their courses. Sample forms illustrate the process of setting behavioral objectives based on task analysis. (AJ)

The office block program, utilizing a two- or three-hour time block, bridges the gap between high school students' classroom training experiences and their initial office jobs. Some of the instructional strategies include group and individualized instruction, integrated exercises, and simulation, including the model office. (MW)

A learning program centered around the individual student developed for teaching Chinese is described. The program includes two tracks, a humanities track and a specialist track, to meet the needs of different students. The use of peer teaching is explained. (RM)