Throughout a unit of study about survival, students and their teacher engaged in individualized learning. Discussions of teacher-dictated curriculum versus student-driven learning, design of the unit, and students' and teacher's experiences and takeaways from the unit are included.

In this series of candid reflective writings, a former high school teacher interrogates her teaching practice, students' identity development, the giftedness label, and differentiated instruction.

The beauty of American public education is that the potential of every individual is acknowledged with the clear expectation that each person should receive a high-quality, academically focused education. The challenge, then, is how to achieve that goal when students come with a variety of backgrounds, talents, interests, limitations, and…

Many English teachers feel underprepared to teach students with disabilities. While teachers may want to do whatever they can to make all their students successful, some may feel that they don't have as much time as they would like to prepare high-quality differentiated instruction, to fully accommodate every student, or even to know what…

The benefits of standardized testing for a teacher are mentioned for which the teacher has to prepare for the students only for the test and not worry for preparing the students for college, work and life. Standardized testing takes away individualized instruction, does not allow creativity, does not measure true progress or advance critical…

Shannon E. Coulter and Susan L. Groenke recognize that student differences in interests, learning styles, and readiness for certain knowledge necessitate individualized processes for effectively learning vocabulary. They offer strategies and word games that help students make meaningful connections and improve comprehension. They also give advice…

Presents twenty techniques for individualizing and personalizing student writing. (DD)

Sequence must be decided by (1) identifying clearly a goal toward which students should progress" and (2) determining the experiences and the subject matter that will cause a student to move toward it." (Author/RD)

Focuses on the need to reevaluate the teaching of grammar and mechanics. Examines how to create a meaningful, practical system for teachers and students. Defines "glossing" as a method whereby the student corrects an error identified by the teacher and then states the grammatical rule that applies. Notes that this process allows teachers…

A discussion on product versus process'' writing instruction by a process person, concluding that a proper focus on process will lead to a proper focus on product. (RB)

A high school teacher outlines how she successfully threw open the curriculum planning to the students in her English class. (Author/SP)

Analysis of 38 curriculum guides suggests the pace of change in English classrooms is slow and undramatic. (JH)

The multitext approach to the teaching of English allows for more teacher control over course content, greater variety in subject matter, easier provision for individual differences, and less financial expenditure. (DD)