Now that many schools are developing curriculums thoughtfully linked to standards--including benchmarks for achievement--many teachers wrestle with this question: Can we still make room for individualized instruction? The authors, who have taught at diverse international schools in many countries, believe the answer is yes. They argue that under…

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

The Learning for Mastery approach is clearly more effective than traditional instruction, but individualized programs are better than group-based ones. Students master more objectives with mastery learning because their level of participation is higher. (Author)

Research evidence shows that mastery learning is much more effective than conventional methods; however, it is not yet known whether it works equally well for all kinds of learning and for all kinds of students. (Author/JM)

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)