Noting the trend from traditional teacher-centered instruction to individualized, mixed ability teaching, the author suggests that the new methods require more work from teachers and that they need additional released time and assistance to cope. (SJL)

In describing the process for developing Individual Education Plans (IEPs) for handicapped children, the author focuses on the need for teamwork and effective communication between Child Study Team members, teachers, and parents. (SJL)

A program designed in the BASIC programing language to provide drill and practice with positive and negative numbers is presented. (MP)

Describes use of learning stations at elementary and secondary levels. Explains vocabulary, grammar, conversation, listening, reading and culture stations; materials and equipment for stations; management concerns. (BK)

A model of three types of experiential learning is presented, showing significant differences in learning objectives, designs, and means for evaluation among them. Emphasis is noted on the importance in program design of clarity regarding matching experiential learning type with specifically identified objectives. (Author/MLW)

This article discusses selected key issues arising from legislation and litigation, instructional practices, teacher competence, and vocational programs that are now, or likely to become, critical to the full integration of handicapped persons in vocational education and subsequently in the work force. (Author)

The author argues that failing grades and grade repetition harm students and should be removed from the middle school. He presents a grading system of A-B-C-Incomplete which would eliminate grade repetition, encourage individualized instruction, and promote student self-esteem. (SJL)

Describes development and implementation of system of individualized instruction at Ohio State University at elementary level in Arabic, French, German, Latin, Russian, and Spanish. Funded by National Endowment for the Humanities, the project involved three components--teacher-assisted, mastery-based, and self-paced instruction (TAMBSPI).…

Classroom teachers of terminally ill children face potentially difficult, challenging, rewarding and professionally expanding experiences which require an understanding of the basic needs of the dying. Strategies for teaching such children include literature, writing, role playing, magic circle discussions, play therapy, art therapy, counseling,…

Presents viewpoints by an assistant secretary at the Department of Education (DOE) regarding the status of educational research in instruction, including individualized instruction, in the United States. Discusses the need for reform in education, the ineffectiveness of the government, and the purposes and concerns of the DOE. (CS)

Ways to implement individualized instruction according to each student's learning style are outlined, such as programed instruction, student tutoring, community experiences, games, group work, and learner goal-setting. Includes a list of learning styles and suggestions for materials management, assignment recording, and grading. (MF)

Studies comparing team-taught and solitary-teacher-taught classes at the college level are discussed; then studies comparing three different teaching techniques, including team-teaching, are reviewed. It is noted that the number of such studies is small and the findings offer mixed results, supporting neither the critics nor the supporters of…

By taking into consideration each student's learning style, instruction can be offered in a learning center using whichever method insures the best results for that individual. (Author/MK)

A teaching-learning model using videotaped segments along with instructional modules to teach students the knowledge, values, and skills necessary to function effectively in a health-related clinic setting is described. The intent is to facilitate absorption of biomedical content to assist students to function as members of interdisciplinary…

Provides guidelines for planning an individualized approach to classroom instruction. Examines the preparation of learning objectives and instructional units to be incorporated in the course outline and discusses the use of quizzes, examinations, and student-instructor feedback. Analyzes the benefits of individualized instruction in terms of…