A CONCEPTUAL MODEL OF THE TEACHING-LEARNING PROCESS USES A SYSTEMS APPROACH TO ALLOW COMPUTER ANALYSIS OF THE INTERACTION OF THE VARIABLES. THE PROCESS INCLUDES A TEACHING-LEARNING ENVIRONMENT, COMPOSED OF VARIABLES IN A CURRICULUM MODULE, THE INDIVIDUAL LEARNER AND HIS CHARACTERISTIC VARIABLES, AND INTERACTION OF THESE TWO THROUGH A TEACHING-LEARNING CYCLE. ONE SYSTEMS ORGANIZER, OR STATEMENT OF EDUCATIONAL GOALS, CORRESPONDS TO EACH MODULE AND TO A CURRICULUM MAP THAT LOCATES THE MODULE ACCORDING TO SEQUENCE OF DIFFICULTY AND LEVEL OF LEARNING. EACH MODULE CONSISTS OF VARIABLES RELATING TO A SPECIFIC BEHAVIORAL OBJECTIVE, THE LEARNING CONTENT, AND THE LEARNING PROCESS. MODULES PROVIDE INFORMATION USED TO MAKE DECISIONS REGARDING THE LEARNER AND HIS ENVIRONMENT. THE TEACHING-LEARNING CYCLE PROVIDES THE FRAMEWORK FOR IMPLEMENTATION OF THE DECISIONS. TEACHERS USE 2 COMPUTER DATA-FILES OF CURRICULUM MODULES AND INDIVIDUAL STUDENT CHARACTERISTICS TO MAKE INSTRUCTIONAL DECISIONS. IMPLEMENTATION OF THE MODEL WILL REQUIRE RESTRUCTURING OF THE CURRICULUM BY A TEAM OF EDUCATORS, AND INSERVICE TEACHER TRAINING. THE TEACHER'S NEW ROLE WILL BE AS TUTOR AND CONSULTANT ON LEARNING ACTIVITIES. AN ELEMENTARY SCHOOL LANGUAGE ARTS CURRICULUM IS THE FOCUS OF A PILOT PROJECT FOR THIS MODEL. (LH)