ERIC Number: ED340420
Record Type: Non-Journal
Publication Date: 1979
Reference Count: N/A
One Step Beyond: A Systems Approach to Delivering Individualized Instruction. A Handbook for the Tenore Plan.
Tenore, Elizabeth J.; Dunbar, Shirley E.
At Bunker Hill Community College (BHCC) in Massachusetts, the Learning Center is the heart of the college's instructional program. The Center houses programs for credit at all academic levels, including some classroom work for 40% of the faculty. The Center is a delivery system for individualized, personalized curriculum at both remedial and college levels based on mastery-learning concepts. Designed to assist other colleges in developing a learning center based on the BHCC model, this handbook considers the history, theoretical underpinnings, and methods of the Center and offers guidance for program replication. The handbook's 10 chapters cover: (1) the background and history of the Center; (2) the various learning theories in which Center activities are grounded, including reinforcement theory, self-paced, modular instruction, a systems approach, and Bloom's taxonomy of learning objectives, and theories about learning and cognitive styles; (3) the Center's delivery system for individualized, personalized instruction, which includes diagnosis of entry-level behavior and ability, careful prescriptions of learning sequences which start where the student is and are sequenced to his/her final educational goal, and identification of each student's preferred learning style; (4) individualizing English instruction for inner-city students with poor academic preparation; (5) using simulation games, such as SIMSOC (which allows students to set up and control their own society), as the core of a growing curriculum for nontraditional learners; (6) integrating mathematics; (7) beginning a center; (8) getting the faculty involved; and (9) marketing adult education through the use of individualized instruction. (JMC)
Publication Type: Guides - Classroom - Teacher; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A