This paper describes a model for individualized instruction, in which instruction is seen as a flexible series of interactions between three factors: the student, the content, and the strategy for teaching. The model is based on the student's active involvement in the content and on the teacher's facilitation of student learning. The paper shows how consideration of the three factors--student, content, and strategy--may result in at least three different teaching modifications for each factor. Considerations of each student's degree of socialization and independence may be reflected in the ways in which students are grouped: they may work alone, in pairs or small groups, or in large groups. Content may be adapted according to the degree of abstraction possible for each student, according to students' perceptual strengths and weaknesses, and according to students' interests and experiences. Strategy may take the form of personal contracts between teacher and student, use of media, or use of lectures. The paper presents the background of the model, shows how to diagnose a student's knowledge before beginning a new subject, and indicates how the model may be applied to the teaching of "Macbeth." Five worksheets to facilitate the study of "Macbeth" are appended. (GW)