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)

Discusses a "tri-dimensional approach" to individualized instruction that is based on determination of 1) the correct level of difficulty for every student, 2) the appropriate learning behavior in a deliberately arranged environment, and 3) the appropriate teacher behavior to facilitate achievement. (JG)

Presents four guidelines for improving individualized instruction, based on the author's experience with the "mastery learning" approach to instruction. (JG)

Individualization of instruction represents a conscious effort to reach desired goals for students. (Author/MLF)

Describes the Arizona Consortium for Individualized Learning (ACIL) program, which has been implemented in 52 Arizona schools in grades K-6. (JG)

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)

Informal individual assessment gives teachers a broader and more robust means of determining whether a primary grade student has a firm grasp on fundamental concepts. Factors, such as students' experience, personality, interests, and learning styles shape their insights and development. Offers suggestions for teachers. (MLF)

This study synthesizes published and unpublished research on the effects of adaptive education on student outcomes. The study found adaptive education affects student outcomes positively and suggests that tailoring instruction to individual students is more effective than traditional educational methods. (MD)

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)

Argues that, under certain conditions, allowing students to select their own learning experiences results in optimum experiences for both instructors and students. Suggests that the optional approach to learning can be equally valuable for elementary students and college students. (JG)

A New Jersey elementary school's new instructional program, based on a holistic concept of brain function called Proster Theory, is described. Attendant changes in class organization and teacher roles are discussed. (MCG)