Individualized instruction is not just a philosophy, but rather is

A third way to group students is by interests. Some students may enjoy problem-solving activities, while others enjoy mathematical games, and still others prefer construction or creative activities. Students should be encouraged to work in areas that they feel comfortable about and that they enjoy learning about. The student will gain a more meaningful learning experience because he or she enjoys the mathematics content and processes they are engaged in, and will feel like they are an important factor the decision-making process of their education.

When using an individualized instruction program, organization on the part of the teacher is essential. Meeting the needs of all students, differentiating assignments, and supervising the class are issues that must be addressed. Dividing students among different groups makes it easier for the teacher to adapt instruction for individual differences. However, a teacher must be careful when deciding on a system for grouping students. Students must work in many different groups based on a variety of characteristics. For example, having students work in the same ability group for every project becomes a problem. Students become tracked on a certain level and have trouble reaching their potential, in addition to limiting their interactions with all classmates.

Group work should not be selected simply for the purpose of having group work. The goals for instruction should be specific and personalized for each student, and these factors will determine the appropriate way to group students for any given lesson. Group size and number of groups is important. When you first assign students to work in groups, the number of children per group should be small. Students should feel comfortable working with a small number of students so that everyone feels like they can offer relevant input to the group. The larger the group, the less influence every child has on the learning that takes place. When the teacher decides to assign the students to groups, the number of groups in the classroom must not bee too overwhelming for the teacher. The teacher must be able to circulate around the room and spend an acceptable amount of time observing student interactions and academic progress. If the class is divided into 10 groups, it will be very difficult for the teacher to devote enough time to each of the groups.

In addition to diagnostic testing, observations of student behavior can reveal student needs. The area of geometry is special because it is a very hands-on, manipulative subject, especially in elementary school. There are an abundance of commercially made and personally made materials that students can interact with. Teacher observation with a checklist can reveal if students have little understanding, a functional understanding, or superior understanding, of geometry content or skills. In these observations, use geometric constructivists activities such as learning centers and mathematics games and manipulatives to reveal the students’ van Heile level.

A common characteristic of many great teachers is the ability to be creative and bold and attempt new things. Teachers who lack energy and creativity for the program will relay this attitude to their students. Additionally, individualized instruction might not be widely practiced in a particular school and the teacher may feel like he or she is alone in the process. Solicit the help of fellow teachers and lobby for support form administrators. As previously mentioned, teachers must be patient with the individualized program and not expect immediate successes. As with behavior modification plans and implementation of new curriculum, a new instructional format will require adjustment on the part of the teacher. Most importantly, believe in the program, have a system for implementing the program, and encourage the students to see the value of the program.

Some topics in this essay:
Curriculum Compacting, Record Keeping, Materials Management, Van Heile, , Assessment Student, Instruction Individualizing, Teachers Mathematics, individualized instruction, learning centers, record keeping, van heile, mathematics materials, allow teacher, strengths weaknesses, diagnostic test, individualized instruction program, students experiencing, students students, van heile level, van heile levels, Plan Appendix, geometric objects shapes, students learn rates,