It is recommended that space be provided in the classroom for storage of these folders. Only closely related subject areas are taught at the same time in one room by one teacher; for example, word processing, spreadsheets, and desktop publishing may be taught in the same room by one teacher who is licensed to teach all these courses.
A student who fails to make satisfactory academic progress is provided with remediation on the material with which the student is having difficulty.
Students in TAP programs must complete or test out of all curriculum core requirements and complete at least hours of instruction in order to receive the completion certificate. If a student completes the curriculum core requirements early, TAP funds may be collected only for each full term or quarter in which the student is in full-time attendance.
Electives approved within the curriculum may be used to complete a term, quarter, or the total hours of the curriculum. Textbooks designed for individualized instruction are used wherever available and appropriate. A computerized approach is used wherever appropriate. Equality of educational opportunity. Government Printing Office, C oombs, A. Fostering self-direction. Educational Leadership , , 23 , — C remin, L.
The transformation of the school. New York: Vintage Books, C rowder, N. Intrinsic programming: Facts, fallacies, and future. Filep Ed. New York: Macmillan, , Pp. C ruickshank, W. Education of exceptional childrne and youth. C yphert, F. Independent study: The dilemma. Theory into practice , , 5 5 , — D e Cecco, J.
Educational technology. D eHaan, R. Individualization and human potential. Doll Ed. D oll, E. Hellmuth Ed. D oll, R. Individualizing instruction. E rikson, E. Childhood and society. New York: Norton, The challenge of youth. New York: Anchor Books, E sbensen, T. Working with individualized instruction.
Palo Alto, Calif. The Everdale Place: A school community. This Magazine Is About Schools , 1 3 , 77— F eatherstone, J. Schools for children: What's happening in British classrooms. The New Republic , August 19, , , 17— How children learn. The New Republic , September 2, , , 17— Teaching children to think. The New Republic , September 9, , , 15— F lanagan, J.
F razier, A. New insights and the curriculum. F riedenberg, E. The vanishing adolescent. New York: Dell, G arner, R. G ibbons, M. Systematic development in schooling. The Journal of Education , , 16 , 32— G laser, R. Teaching machines and programmed learning , II.
G latthorn, A. Independent study — for all students. Phi Delta Kappan , , 47 , — G leason, G. The theory and natura of independent learning. Scranton: International Textbook, G oodlad, J.
Classroom organization. Harris Ed. New York: Macmillan, The non-graded elementary school. G oodman, P.. Growing up absurd. G oodman, P. Compulsory mis-education and the community of scholars. G rannis, J. Team teaching and the curriculum. Olds, Jr. G uilford, J. The nature of human intelligence. H arris, C. Encyclopedia of educational research. H ellmuth, J. Learning disorders. H enry, N. The dynamics of instructional groups.
H ess, R. Early education: Current theory, research and action. Proceedings of Conference on Pre-school Education, Chicago, Chicago: Aldine, H olland, J. Teaching machines: An application of principles from the laboratory. Journal of the Experimental Analysis of Behavior , , 3 , — H olt, J. This takes really knowing the students in your classroom and adapting your curriculum where possible. This also requires the development of a comprehensive plan for how you will use resources and how much time it takes to facilitate differentiated learning and to assess results.
Instruction calibrated to meet the unique pace of various students is known as individualized learning. The term individualized instruction was coined nearly 50 years ago. With individualized instruction, learning strategies are based on student readiness, interests and best practices. All of this is meant to help each student master the skills they will need as defined by established academic standards.
Perhaps the most confusing term of them all is personalized learning. Others confuse it with individualization, taking it as a reference to lessons that are paced at different rates to accommodate different students. Academic goals, curriculum and content — as well as method and pace — can all conceivably vary in a personalized learning environment. Differentiated instruction is a teaching method for groups of students. Individualized instruction starts with the needs of the one student.
Flexible groups are at the heart of differentiated instruction. The same students are not in the same group for every activity or assignment. Each student is moved around according to her abilities. Teachers design their lessons around the needs of each group. For example, one group might write a paragraph after listening to a reading, while another group puts on a skit. Students may read books on topics that are closely matched to their reading levels.
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