INDIVIDUALIZED INSTRUCTION
Concept and Need:
Individualized instruction
is a method of instruction in which content, instructional technology such as
materials and pace of learning are based upon the abilities and interests of
each individual learners. Mass instruction is the opposite, that is a method in
which content, materials and pace of learning are the same for all students in
a classroom or course. Individualized instruction does not require a one-to-one
student/teacher ratio.
Mass instruction began during
the French Revolution and Industrial Revolution, where some citizens were
considered equal and large numbers of workers were needed to produce goods in
large scale. The idea was to teach groups of students the same skills at the
same time in a classroom, instead of having teachers that had in consideration
the previous skills of the students as done for centuries.
Principles and Techniques:
This
methods reduced costs and time, two important aspects in the era.
Educational Research
Associates has concluded that placing greater reliance upon well-designed
instructional materials-whether audio, video, multimedia Computer-Assisted
Instruction (CAI) or simply a good textbook-may be as effective as the
traditional lecture method. More importantly, it may allow some teachers to
focus upon the specific needs and problems of individual students. However,
this often ignores the needs of youth with learning disabilities and those that
face other challenges.
In this way,
individualized instruction is like direct instruction, which also places
greater reliance upon carefully prepared instructional materials and explicitly
prepared instructional sequences. But where direct instruction is very rigidly
structured for use with children in primary school, individualized instruction
is recommended only for students of at least junior high school age, and
presumes that they have greater self-discipline to be able to study more
independently. Thus, individualized instruction has points of contact with the
constructive movement in education, started by Swiss biologist Jean Piaget,
which states that the student should build his or her learning and knowledge.
Individualized Instruction, however, presumes that most students of secondary
school age still lack the basic knowledge and basic knowledge and skills to
direct most of their own curriculum, which must be at least partially directed
by schools and teachers.
In a traditional classroom
setting time (in the form of classes, quarters, semesters, schools years etc.)
is a constant and achievement (in the form of grades and student comprehension)
is a variable.
In a properly individualized setting, where
setting, where students study and progress more independently, achievement
becomes more uniform and time to achieve that level of achievement is more
variable.
Where implemented according
to Educational Research Associates recommendations, Individualized Instruction
has been found to improve student accomplishments substantially even while
reducing cost dramatically (Oregon Department of Education, 1976) however in
recent years the benefits of social learning in collaborative group settings
through place based and project-based learning have been shown to be equally
effective.
The coming of computer and
internet-based education holds the promise of an enormous increase in the use
of individualized instruction methodologically.
The
differences of Individualization and personalization
Individualization
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Personalization
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·
Same objectives for all learners
·
Applying of differenced didactic strategies to
achieve the key competencies
·
The educational curriculum is defined by the
educational staff
·
Valorization of the cognitive dimension of the
learner
·
Valorization of previous knowledge and
competencies, formal and non-formal
·
Learner’s self-direction as an accessory skill
·
Teacher has a key role
|
·
Different objective for each learner
·
Applying of differenced didactic strategies to
promote the personal potentiality
·
The learner actively participate to the
construction of his own curriculum
·
Valorization of all dimensions of learner, not
only the cognitive (emotional, social, life experience etc.)
·
Valorization of previous knowledge, competence,
life and work skill also informal
·
Learner’s self-direction as a fundamental skill
·
Tutor has a key role
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