States that individualization in instruction can offer environments for learning where (1) the conditions for learning can be matched with the learner characteristics; (2) self-paced instruction can let students learn at their own speed; and (3) the structure can be studied, refined, and adapted to a changing student population. (MB)

A study of adult students entering postsecondary institutions (n=187) found that their brain dominance was significantly related to their learning styles. The positive relationship and lack of a pattern among students indicates that they have different learning styles and individual instructional needs. (JOW)

The Criterion-Referenced Test of Pedagogical Knowledge (CTPK) and the Hill Education Cognitive Style Interest Inventory were administered to 30 students in a performance-based vocational teacher certification program. Learning preference, personal, and program characteristics were identified for mastery (over 80 percent on CTPK) and nonmastery…

One problem facing gerontological educators today is the demand for individualization or personalization of instruction. This paper describes a procedure that has been successfully utilized in other areas to meet this demand. Appropriate application of materials presented here will make gerontological education more relevant. (Author)

Due to cost factors, an educational institution may be willing to finance an individualized instructional system for only part of its student population. Three approaches to selectivity in individualization have been suggested: individualizing the most advanced courses, the first-year courses, or selecting those students who can profit from an…

This discussion asserts that there is no significant difference between traditional instruction and remedial/developmental instruction in improving the academic achievement of skill-deficient students. Because the cognitive style of each learner reflects how learning tasks are approached and completed, matching strategies are needed that deal with…

Discusses recent trends in the field of adult language instruction in which the focus is on the individual. Individual learning strategies are discussed, with emphasis on formal practice, functional practice, inferencing, and monitoring. It is noted that adults need help in overcoming the insecurity they feel in foreign language learning. (PJM)

Awareness of the need for more effective instruction for heterogeneous groups of students has resulted in the development of the "mastery learning" model through which students are provided with the additional time necessary to achieve mastery of the content to be learned. The mastery learning model does not, however, provide a…

A project compared the use of cognitive style mapping (CSM) in individualized instruction and counseling with current institutional practices in secretarial science and developmental studies. (CSM is defined as a means of assessing each student's preferences in receiving and processing information--for purposes of personalizing and individualizing…

A comprehensive how-to guide is presented to help in developing individualized instruction for adult learners. The guide provides information on planning, organizing, and implementing an effective personalized process for instructing adults to help them achieve their full learning potential. The monograph is divided into three parts: Part 1,…

A study examined the relationship of learning style, reading vocabulary, reading comprehension, and aptitude for learning to achievement in the self-paced and computer-assisted instructional (CAI) modes of the Yeoman "A" School at the Naval Technical Training Center in Meridian, Mississippi. To gather data for the study, researchers…

In response to the need for dynamic foreign language materials with a communicative focus, this report addresses the relationship between learner characteristics and success in language learning. It suggests that a self-pacing individualized option should be available to students to deal with unique problems. The problems may be dealt with by…

This module offering an overview of teaching strategies is 1 in a series of 10 modules written for vocational education teacher education programs. It is to supplement the American Association for Vocational Instructional Materials's Category C: Instructional Execution (Modules C-1 through C-30) of the Professional Teacher Education Module Series.…