Provides a guide for setting up learning centers in easily handled stages. Discusses six stages in the development of individualized instruction through the use of learning centers and offers specific guidelines for using this technique for facilitating instruction. (FL)

Describes how an astronomy course, designed for nonscience students, was structured, taught, and graded, pointing to specific changes made with respect to the individualizing aspect of the procedure. (GA)

Describes the structure of a physics course organized into independent-learning modules and designed to make use of the facilities of a Computer Assisted Management of Learning (CAMOL) package. (GA)

A plan for a demonstration school is outlined. The design calls for a reallocation of capital and labor resulting in the heavy use of instructional technology and differentiated staffing. Comparisons with traditional schooling show the model to be potentially more cost-effective. (BD)

Discusses various interpretations of how to individualize education and presents an outline summarizing the essential elements in individualized learning. (RK)

Describes the Kentucky model Competency Based Vocational Education program for the occupational area of tractor mechanics, and its implementation. (HD)

Describes a study undertaken by the author to establish a procedure through which typewriting students could be assigned individual goals for improving their speed or accuracy rates. (HD)

This article recommends the use of individual student projects in community college foreign language classes to capture attention and foster communication. The technique is described, concrete examples provided and suggestions given for adaptation to secondary school or university classes. (CHK)

Synthesizes the literature dealing with technology-based instructional techniques, particularly the literature related to programmed instruction, the use of behavioral objectives, individualized instructional systems, and the problem of measuring educational variables. (Author)

A learning-management program, the Self-Schedule System, significantly affected children's perception of self-responsibility for their school learning as well as their rate of task completion. (RC)

Presents two articles: "Modular Flexibility in an Individualized Introductory Cultural Anthropology Course," by Daniel D. Whitney and Patrick J. Dubbs, and, "Physical Anthropology as a Laboratory Science Course in a Community College," by Yechiel M. Lehavy. The former describes an individualized approach to anthropology, whereas the latter…

Argues lack of encouragement starves the young poet. Describes a teacher's effort to bring an appreciation of poetry and the writing of poetry into a classroom of 9-12 year olds. Suggests specific exercises in using metaphor, comparisons, wish lists, dreams, humor, and rhythm. Also suggests classic poetry for motivating students. (SD)

Current efforts to identify content and curriculum standards overlook individual students' needs. Visionary standards and benchmarks serve only to establish targets for learning. The companion variables of student interest and background, learning styles, instructional methods, and learning time must also be addressed. All demand a personalized…