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ERIC Number: ED130428
Record Type: RIE
Publication Date: 1975
Pages: 142
Abstractor: N/A
Reference Count: 0
Training for Leadership in Local Educational Improvement Programs. Unit 4. Individualization, Mastery, and Student Self-Direction as Themes of Educational Reform, with Related Innovations.
Heathers, Glen; Floor, Lucrecia J.
On completion of this unit, one should be capable of performing each of the following unit objectives: describe individual differences among students; define individualized instruction, list modes of individualization, and present a general instructional model of individualization; justify student self-direction as a learning goal and as a requirement for individualized instruction; describe three modes of student self-direction and show how each contributes to individualizing instruction; review your own experiences with self-directed learning within and outside of school; define mastery-referenced instruction and state the advantages of employing a mastery criterion for students and teaching staff; state the requirements for employing a mastery criterion in individualized instruction; describe and evaluate varieties of homogeneous grouping as approaches to individualizing instruction; describe and evaluate nongrading, cooperative teaching, and the open classroom as approaches to individualization; compare individually prescribed instruction, Program for Learning in Accordance with Needs, and the open classroom in terms of their provisions for student self-direction and mastery; identify or describe an individualized program you would recommend to a school district and justify your choice; and state your view on the values for the student's intellectual and personal development of individualization, self-direction, and mastery learning. (Author/IRT)
Publication Type: Guides - General
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.
Note: For related documents, see EA 008 809-819; Pages 50-53 and 122-126 of the original document are copyrighted and therefore not available. They are not included in the pagination; Pages 89-92 may not reproduce clearly due to small type size