Provisions For Individual Differences Research Articles

Individualized Learning in a Methods Course

Educators proclaim that effective teaching is effective teaching, whether in preschool or in graduate school. Accepting this, it seems reasonable to suggest that there is something common to all effective teaching. Moreover, since effective teaching implies learning, it is also reason able to advance the suggestion that there is something common to the learning that results from effective teaching. A synthesis of teachers' action that make up effec tive teaching includes establishing provisions for indi vidual differences among students. The amount of emphasis placed on making provisions for individual differences may vary according to the particular teacher or grade level of the learner, but these provisions are always necessary for proficient teaching, and hence learning, to occur. The elementary teacher preparation program at Cali fornia State University, Sacramento attempts to include provisions for individual differences among the students enrolled in the mathematics methods course. The back grounds and interests of these students are very diverse. There are great variations in the amount of knowledge possessed by the students. Some have competed a bac calaureate major in mathematics while others have never enrolled in a college mathematics course. Teaching in terests ran^e from kindergarten through grade eight. The existing diversities among students dictate the need for individualized learning in this mathematics methods course. Here are objectives from this course: 1) Reading in a methods textbook. To demon strate that he has done some reading, the student completes ten post tests. Fewer than 80% correct on any post test is unsatisfactory. Post tests are retaken as many times as are necessary to achieve the minimum acceptance level.

Toward Developing a Behavioral Counselor Education Model

Counselor education currently does not have a training model that is systematically employed and contains provisions for individual differences or promotes the development of programs for facilitating transfer of training. In the proposed model, counselor educators must decide which of the counseling student's thinking, feeling, and acting behaviors will become the focus of training efforts. The staff creatively implements its conceptualized behavioral curriculum goals through the application of learning principles to specified counseling student behaviors that are assessed to determine if whether or not the desired behavior changes are occurring.

Behavioral Objeaives and Flexible Grouping in Seventh Grade Mathematics

The purpose of this study was to explore and develop a form of classroom management to aid in the provision for individual differences among students in seventh-grade mathematics. The 2 major variations from standard classroom procedures were (1) the classroom use of detailed behavioral objectives related to the content of the course, and (2) a form of classroom management using a combination of whole-class instruction and flexible intra-class grouping based on achievement of the objectives. The evaluation of student performance suggests aspects of these variations have potential for improving mathematics instruction.

Arithmetic by television

There was a watchful concern when second-grade arithmetic was made a part of the Des Moines–Polk County educational television curriculum. It was feared by many that arithmetic at the secondgrade level could not be taught successfully by TV. Local educators were conscious of the fact that mathematics requires the development of ideas structured in an appropriate sequence which allows for continuous growth. Many people reasoned that children would be inattentive; that direct teacher-to-pupil relationships would be lacking; that the children could not use manipulative materials with the studio teacher (a. technique desirable at this level); and that all would receive the same instruction with no provision for individual differences.

Curricular and Instructional Provisions for Individual Differences

Curricular and Instructional Provisions for Individual Differences

Curriculum Decisions and Provision for Individual Differences

quate personal, social, and educational ends. A third class of decisions has to do with the way children and teachers are grouped, the way time and space are used, and the way instructional materials and resources are obtained and related. Every teacher has to deal with all three of these classes of decisions in the teaching that he does. Most, if not all, of the provisions for dealing with individual differences in the classroom

Milwaukee's In-Service Arithmetic Education Program

As a part of the in-service education program in the Milwaukee Public Schools, designed to encourage professional study and instructional improvement, a course in the teaching of arithmetic will be offered to intermediate grade teachers. Emphasis will be placed on the sequential program for these grades, teaching techniques, provisions for individual differences, use of manipulative materials, and the evaluation of pupil growth. This will be a workshop type of course, giving teachers opportunities to share successful practices in the teaching of arithmetic and the laboratory experience of trying out these practices in their own classrooms.

A SURVEY OF MATHEMATICAL EDUCATION

A SURVEY OF MATHEMATICAL EDUCATION

Mental Age as a Workable Criterion for School Admission

range of individual differences in practically every human trait. It is true that our school organization, our methods of teacher training, our techniques and materials of instruction, our courses of study, and our school practices in general have not kept pace with the known facts about children. Today, however, there are no school systems which do not attempt to make some practical provisions for individual differences in children.

The Art of Teaching: Provision for Individual Differences in High School Mathematics Courses

How to maintain satisfactory standards of achievement in high school mathematics courses, as a larger and larger proportion of the population enrolls in high school with consequent lowering of the median ability, has long been recognized as a perplexing problem.

The Use of Graded Originals in Plane Geometry

Though there is a definite trend toward the provision for individual differences within a class, in general, such provisions made in geometry have been based largely upon the idea of extra credit rather than upon differentiation in the materials used. Where such differentiation has been made, the materials provided for the gifted pupil are often more difficult than the rest, but, this pupil must first do all, or at least part of the work done by the poorest students in tho class. Thus the more able pupil is expected to do both more originals and harder originals than the rest of the class.

General Education in the High School

Education is divided by its functions into two major divisions, which are so different that they must be planned, and in large part administered, independently of each other. The one is general, and the other occupational, education. Each person with a calling lives a dual life. For some 130 hours each week he does not work at his calling but lives as a general human being. If his life is well rounded out, he does many and various things. It is best for him and for society that he do these things well. For this reason he requires general education. Its objective is proficiency in general human living. It needs to be extensive and carefully planned. It is much more difficult than any specialized vocation. On the other hand, for some forty hours a week each person with a vocation works at his calling. Here he carries on an entirely different series of activities. If he is to be successful, he must be skilful in both thought and execution. His occupational education is to give him this special proficiency. It has the lesser task. General education aims to make persons proficient in those fundamental fields of human performance that are common to all human beings, such as citizenship, health care, home duties, consumer activities, leisure occupations, language, and the current thoughtlife. Every normal child and youth needs training in each of these fundamental fields. Instruction in none of them is to be an elective, though there must be provision for individual differences. In general education there will be no electives for the purpose of specialization.

The Investigation of Provisions for Individual Differences

The Investigation of Provisions for Individual Differences

What Secondary Schools Do about Pupil DifferencesProvisions for Individual Differences, Marking, and Promotion. Roy O. Billett

What Secondary Schools Do about Pupil Differences<i>Provisions for Individual Differences, Marking, and Promotion</i>. Roy O. Billett

Provisions for Individual Differences, Marking, and Promotion. Roy O. Billett

Provisions for Individual Differences, Marking, and Promotion. Roy O. Billett

Plans Characterized by the Unit Assignment

A group of related teaching procedures.-In the past twenty years many thousands of pages of educational literature have been dedicated to expositions and discussions of teaching procedures here classed as plans characterized by the unit assignment, namely, (i) the project method, (2) the problem method, (3) differentiated assignments, (4) long-unit assignments, (5) the contract plan, (6) the laboratory plan, (7) individualized instruction, (8) the Morrison plan or some modification, (9) the Dalton plan or some modification, and (io) the Winnetka technique or some modification. Frequently these plans, methods, or techniques have been recommended highly in the literature as provisions for individual differences. Necessarily, therefore, they became subjects of intensive and systematic study in the National Survey of Secondary Education as an integral part of a major project dealing with provisions for individual differences. Among the questions answered by intensive and systematic study of this group of related teaching procedures, the following may be mentioned. First, as described in the literature, what are the distinguishing characteristics of each method? Second, as revealed by an analysis of the actual practices of outstanding schools, what are the differentiae which distinguish each procedure from the others? Third, to what extent does the description of each procedure given in the literature coincide with the actual practices of outstanding schools in which the procedure is reported to be in use? Topics considered.-No comprehensive exposition of the findings of this investigation is contemplated within the limits of the present article. Such an exposition has been prepared and will appear as one part of a monograph of the National Survey of Secondary Education. 653

Understanding and Mechanical Performance in Algebra

Every new study of the results obtained by pupils in algebra adds further evidence to the findings of former studies that pupils master surprisingly little of the subject matter and processes taught in that course. Teachers of mathematics have not been indifferent to this problem. Efforts to solve it have been in the direction of giving an increasing amount of attention to such measures as supervision of pupils at study, careful rationalization of concepts and processes, development of generalization, provision for individual differences, and scientific administration of practice and drill. However, they seem to have accomplished little toward correcting the situation.

Provision for Individual Differences

Provision for Individual Differences

Provisions for Individual Differences in High-School Organization and Administration

The data used in this paper were obtained some months ago from a questionnaire addressed to four hundred and twenty-five high schools in all parts of the United States. Replies were re ceived from two hundred and twenty-one of these schools, and their average enrollment was approximately one thousand stu dents each. The following brief summary is based on the infor mation received from these schools. The figures show the number of schools to which each item applies and the percent which this number is of the total number of schools reporting on the item in question. Number of Percent of Schools Schools 1. Effort made to group students according to inferior, medium, and superior capaci ties. 53 23.9 2. Partial provisions for such classification.. 31 14.0 3. No effort made for such classification137 62.1 4. Psychological tests used in classification of students according to inferior, medium, and superior capacities. 15 6.7 5. Psychological tests used partially for such classification of students. 5 2.2 6. No psychological tests used in classifica tion. 197 91.1 7. Variation of scope of work for these differ ent groups. 32 14.4 8. Special method or device for causing the superior student to work up to his full capacity. 39 17.6 9. No special method or device for causing the superior student to work up to his full capacity. 182 82.4 10. Having supervised study as part of regular class period. 70 31.6 11. Having supervised study in few classes only. 21 9.5 62

Provisions for Individual Differences in the Teaching of Reading

(1920). Provisions for Individual Differences in the Teaching of Reading. The Journal of Educational Research: Vol. 2, No. 2, pp. 560-571.