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ERIC Number: ED032046
Record Type: RIE
Publication Date: 1969-Jul-16
Pages: 31
Abstractor: N/A
Reference Count: 0
Teaching the High Ability, Low Achieving Student: Individualized Instruction in Action; An Attack upon Human Isolation.
Schulman, Benson R.
This is an informal appraisal of differences between lecture method and individual instruction. In an experiment, known underachievers were combined at random with regular enrollees. The instruction method (contingency contracting) emphasized increased student motivation by making the student-teacher relationship cooperative instead of authoritarian. Teachers fulfill their part of the contract by giving individual help; students, by performing the assignments. It was noted that (1) no correlation existed between IQ and performance; (2) teachers must reject their accustomed teaching habits; (3) students must be aware of methods, objectives, and criteria; (4) the underachievers and the control group were not dissimilar enough for contrast; (5) factors besides ability are critical to college success. These factors pertain to the teacher--he must know his students, motivate them, and avoid isolating himself from them. Students reported growth in valuing learning for its own sake, in self-management, in wanting to work, and in appreciating teacher concern, individual help, freedom from pressure, and being treated as mature people. Drawbacks were (1) previous instructor and student conditioning, (2) lack of individualized teaching aids, (3) inflexible school architecture, (4) traditional units of teaching time, (5) doubts of the efficiency of individual instruction. Appended are the student-teacher contingency contract and the student assessment questionnaire. [Not available in hard copy because of marginal legibility of original.] (HH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: California
Note: Speech delivered at the American Assn. of Junior Colleges National Convention of Deans of Instruction (University of California, Los Angeles, July 16, 1969).