Abstract
A pilot program was organized to identify the teaching functions required by a goal-referenced instructional module to implement four types of individualized instruction. Each type of instruction was operationally described by specifying tasks teachers need to perform to use each type of individualized instruction. Formative data from a feasibility study is presented to describe the impact of two teacher training experiences (TES1 and TES2) on the achievement and attitude scores of low-achieving sixth-grade pupils who were taught a unit on functions by the teacher trainees. TES1 produced significant gains in the achievement and attitude of their pupils. TES2 produced significant gains in achievement but not attitude. TES1 made better use of instructional time through individual pacing of instruction.
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