CONARC Training Workshop, Fort Gordon, Georgia, 5-7 October 1971. Volume IV. Individualized Instruction Specialty Workshop.
CONTINENTAL ARMY COMMAND FORT MONROE VA
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The recent renewal of interest in individualized instruction has led to the proponents of certain techniques claiming that they were individualized whereas other techniques were not. First, there is Rate Individualization. Here the student progresses at his own rate, moving as fast or as slow as he would like, or be motivated to go. An example is the linear program form of programmed instruction, or learning to play a musical instrument with a private teacher. The next form is Remedial Individualization. In this form, the student studies and then is tested. If he does not pass, he repeats or is given additional remedial material. This is illustrated by the scrambled book form of programmed instruction. It is also widely used in the service schools, where it is called recycling. In Proficiency Individualization, we provide the student with differing learning tasks depending on his level of proficiency at the start of instruction. If the student already possesses some knowledge or skills, and can demonstrate them, we do not require him to relearn them. Objective Individualization permits the student either to choose or to be assigned to different objectives. Elective systems are examples of this type of individualization. Finally, we have Method Individualization. Here, different students may learn by methods which are most appropriate. We can see that there are a variety of forms individualization can take. However, none are likely to be successful unless embodied in an instructional system. Author
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