How would you individualize instruction to meet the needs of all your students?

Question

Would individualized instruction be part of your teaching day?

Answer 1

I have had classes in the past with widely varying abilities. One year I noticed that about half the class had mastered the material, but the other half struggled with it. The half that had mastered the material were given an independent study project, which challenged them; I was then free to work with the other group until they were up to speed on the regular work. During the last 10 minutes of class, I checked on the progress of the independent study group.

This won't work with all classes, or all subjects, but it worked for me - and my students - at that particular time. It might also be a problem if students or parents feel that the student has been picked on or assigned to "the dumb group," so you have to be sensitive to those kinds of feelings.

Answer 2

Individualize Instruction

Answer 3

Are you talking about middle and high school students? I was always the smart one back then, and while I understood the need to go slower for other students, I got REALLY bored. That was about when I started skipping at least twice a week, and ended up just barely graduating. I would say make TIME for individualized instruction--time when students who just don't get it can ask you questions one-on-one. But also look for ways to challenge brighter students. I don't necessarily mean more homework. For example, in math classes, I would have loved it if my teachers would have given me the year's assignments all at the beginning of the year--all on one sheet. When the year started I was always excited, and got the first chapter done in about a day and a half. Then, with no homework to do, I got bored and lazy, and by the time--a week and a half later--that the next chapter came around, I was in no mood to do homework anymore. Just give your more advanced students a way to stay challenged while you slow down to help the others.

Answer 4

To meet all the needs of your students you need to know them. Know their strengths, weaknesses, hobbies, learning styles, among others. This will take time but if you differentiate your instruction and hit every multiple intelligence during your lesson you are just starting to individualize your instruction. Small groups are key, 3 or 4 students at the same time get your undivided attention; allowing you to reach them at their best. Lecture and whole group instruction should be minimal in your classroom, not everyone learns at the same time or the same way; we are all different (cultures, backgrounds, morals,...) every student needs a different approach. You differentiate and individualize your instruction with accommodations; you are not going to change curriculum, but you will change the way you deliver the content among your students.

Answer 5

As a special education teacher, that is all that I do. All my instruction for all my students is individualized.

Individualization is not really about getting different curriculum and materials for everybody. The only time you need to get different materials is for both extremes of performance (students performing 2 or more grade levels below OR above).

Individualization is about providing for different learning styles, having direct and personal awareness of each student's strengths and weaknesses, providing immediate individual support for a struggling student (including the smart ones... they don't always understand everything, and are often too embarrassed when confused to ask for help), etc.

Here is a system that works wonderfully, and does NOT put kids into "smart" and "dumb" groups. All students have a chance to be in the "independent group" for each unit.

1. Pre-test. If a student scores 90% or better, he/she selects an independent project providing depth of information and higher-order questioning, due at the end of the unit. He/she is excused from lecture and skill drill. However, small and large-group hands-on activities should still be included in his/her work schedule. The project is a REPLACEMENT, not in addition to, the work being done as part of the standard instruction of the unit. Because it stays on the same topic as the unit, you are maintaining grade-level standards and benchmarks.

2. Those scoring below 90% complete the unit as you would "normally" teach it. Provide a small-group or individual project for students to work on while you ONLY provide re-teaching for those who score below passing on your quizzes/tests after the first round of instruction.

3. After the second re-teaching, if there is a student or two who still can't pass the quiz/test (although this is highly unlikely if you are giving patient and true re-teaching support), ask one of your colleagues whose speciality is special education about additional supports you can give.

4. At the end of each unit, those doing independent and group projects present to the class about the more in-depth information they learned.

Answer 6

not much. they should all listen up and get the same message at the same time from the same book.

after the lecture/lesson, then there should be time to walk about to the individuals...a sharp teacher looks for the signs of struggle, stops and offers help. Also, the floor should be opened for questions at the end of each lesson/lecture. these are important individualized instruction moments, but they don't take much time at all for folks of average intelligence. this system has worked fine for years, why mess with it?

yea, i know...the USA is like number 30 in math, worldwide. But individualized instruction isn't going to fix that. i wish i could tell you what would, but it would be extremely unpopular even if i were permitted to say...which i'm not.

Answer 7

the parents should be given a booklet google PARENTAL RIGHTS IN SPECIAL EDUCATION it usuallylists the steps and time frames-it may vary by state.. you are saying hes been screened already the next step would be an eligibility meeting-followed by an IEP. a number of things can happen-he can stay in his current school-and teh school district can provide seervices there (unlikely, but an option) he can be transferred to the town preschool special ed program he can stay where he is and receive supplemental services at the town school he can receive supplemental services at home (unlikely) If it is not the public school that has done teh screening-the parents need to write a letter to the school asking for an evaluation simply stating they are concerned about theor child's development and request an eval for special ed services