Two new strategies in computer-assisted language instruction designed to take advantage of the interactive capabilities of the computer are described. (RM)

Tells of an experiment introducing the Montessori system (which is described), stressing individualized approach, in a junior high school. Good results were obtained with good and poor students. It is concluded that the system could be relevant for beginning English classes in other types of schools. (Text is in German.) (IFS/WGA)

Describes a no lecture, laboratory oriented approach to the teaching of the Tech Physics Project. Evaluates success of this approach and identifies alternative formats which have been used in instances in which students needed a more structured mode of presentation. (CP)

Suggests ways to foster adaptability and encourage diversity in the classroom so students can tackle problems of overpopulation and lack of future consciousness and citizen participation. (LS)

A pilot project conducted in a fifth-grade class was designed to allow students to work on basic skill development at their own levels of competence. The grouping and regrouping of students after periodic diagnosis was a major feature of the project. (SD)

An experiment in which slow learners were successfully taught mathematical concepts by audiotape is described. Suggestions for further investigation are offered. (SD)

Provides a method by which students with different levels of ability may be taught on individual basis by one instructor. A pretest, skill session, and retest format are described. An appendix lists programmed materials in basic and advanced skills which are available. (CP)

Reports on summer geology courses offered for students desiring more advanced work than was available in the elementary geology program. Instructional format, course objectives, and some learning activities are presented. (CP)

Reading programs must be reassessed, and fragmented, isolated, and repetitive exercises must be eliminated. The goal of any reading program is to get the child to experience the joys of reading and learning. (Author/WI)

The author states that there are numerous variables embraced in the concept of contracting (clearly stated objectives, individualization, self-evaluation, cooperation between student and teacher) and lists 27 varieties of contracts. He concludes that objectives and reasons for contracting be clear before determining that contracting is the best…

Compares two teaching forms of an introductory laboratory course in physics. Concludes that the individualized version is more efficient in learning time and, on the whole, more effective than the traditional version, even though the latter one seems to reinforce student's existing positive attitudes towards physics experimentation. (Author/GA)

The techniques of individualizing instruction are discussed with respect to two individualized science programs, used in grades K-8 and 7-9. Both programs use self-testing and self-evaluation. (CTM)

The paper describes the Personalized System of Instruction (PSI) used in an allied health course in human physiology at the University of Texas. Distinguishing features of the PSI system of individualizing courses are mastery learning, self-pacing, and immediate feedback, with the instructor as class manager rather than lecturer. (MF)