Individualized Instruction: A History of the Critiques (original) (raw)
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Individualized Instruction: in The Encyclopedia of Education (2002)
The improvement of instruction has been a goal of educators as far back as the teachings of the Greek philosopher Socrates. Although there are a wide variety of approaches, in most cases instruction can be characterized by the following tasks: setting objectives, teaching content based on these objectives, and evaluating performance. This formula is indeed the most common; however, there have been many advocates of alternative approaches. Among the alternative approaches there is a focus on a more individualized approach to instruction, where the traits of the individual learner are given more consideration. Each approach to individualizing instruction is different, but they all seek to manipulate the three following fundamental variables: • Pace: the amount of time given to a student to learn the content • Method: the way that the instruction is structured and managed • Content: the material to be learned
National Center for Research on Evaluation, Standards, and Student Testing, 2016
This report addresses a renewed interest in individualized instruction, driven in part by advances in technology and assessment as well as a persistent desire to increase the access, efficiency, and cost effectiveness of training and education. Using computer-based instruction we delivered extremely efficient instruction targeted to low knowledge learners in sixth-grade algebra readiness classes and eighth-grade Algebra 1A classes. Our research questions were the following: (1) To what extent can very brief exposure to instruction result in learning? and (2) How effective is the instruction compared to no exposure? We found that computer-based "instructional parcels" can be developed to provide very brief instruction that results in learning of mathematics content.
Education Individualized Through Technology
2016
This thesis will overview technology in the classroom and the impact as well as the potential that is has individualizing instruction in order to meet the needs of every kind of student. The thesis will consist of thorough research on the subject matter. Technology is a great tool to use for individualizing instruction as it consists of many recourses, it increases communication, increases discussion, has high availability, it is affordable, and consists of a variety of lesson plan ideas to meet the needs of each student. Individualized learning is especially important in the classroom as it increases student achievement, provides quality lessons, and connects with students. Individualized learning has the ability to reach all kinds of students such as at-risk students, English language learners, and students with special needs. It is a universal design for learning and has an endless amount of possibilities for the future.
The Personalized System of Instruction
Evidence-Based Educational Methods, 2004
Personalized System of Instruction 4 and increased the amount of interpersonal communication within the classroom. The result was a general course model first piloted by Keller in a small, short-term laboratory course at Columbia University in 1963, and later implemented on a larger scale by Azzi and Bori at the University of Brasilia in 1964 and by Keller and Sherman at Arizona State University in 1965 (Keller, 1968).
The Improvement and Individualization of Computer-Assisted Instruction
Four research projects"were conducted on the improvement of individualized instruction. Two methods of teaching' foreign language were examined. In the first, the computer stored a profile of the student's previous performance in German vocabulary, / and it developed a strategy to teach the sta ent ditional Germaftwords. The second project tested the effective es of a special N\ keyword association method to maximize the reten on of Spanish and Russian vocabulary. The second two projects were computer-assisted courses in.compu 6 er programing: Algebraic Interpretive DialOgue ; (AID), and BASIC nstructional Program (BIP). In both, the computer combines the stu ent's history and the structure of the curriculum to construct the optimal teaching strategy. (EMH)
1972
To determine the relative levels of achievement of students enrolled in courses designed to permit individualized instruction and to determine those courses or instructional aspects considered effective or ineffective in achieving objectives, achievement data on 1,204 students within the post-secondary institutes of the Wisconsin vocational education system were gathered from school records, and background data were obtained by questionnaire. Critical incidents were obtained through personal interviews with 224 students and 28 teachers. Analyses were performed contrasting student achievement and the critical incidents across subject areas, across technical school districts, within separate subject areas, and across five models of individualized instruction and four class scheduling patterns. Some principal findings were: (1) Higher grades and fewer course incompletes or withdrawals were received by students who possessed these characteristics, previous experience in the subject, high school graduation, and enrollment in an associate degree program; and (2) Course characteristics which were most effective included student-pacing of their own programs, use of pretesting to place students within a course, student selection of special study topics, and use of different types of testing procedures. (Several pages may be light.) (SB);
Designing personalised instruction: A research and design framework
British Journal of Educational Technology, 2021
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