Analogical Evaluation Helps to Individualize Instruction

1993 ◽  
pp. 19-30
Author(s):  
Benedetto Vertecchi
Keyword(s):  
Individualize Instruction

Creativity Assessment in Higher Education

2011 ◽  
pp. 78-96 ◽  
Author(s):  
Christine Charyton ◽  
Zorana Ivcevic ◽  
Jonathan A. Plucker ◽  
James C. Kaufman
Keyword(s):  
Higher Education ◽  
Divergent Thinking ◽  
Educational Programs ◽  
Comprehensive Overview ◽  
Creativity Assessment ◽  
Individualize Instruction ◽  
Historical View ◽  
Creative Person ◽  
Measurement And Evaluation ◽  
Process Product

This chapter discusses creativity assessment as a means for evaluating skills required in higher education. Creativity is assessed in the context of the creative person, process, product and press or environment. Creativity is also measured differently in various domains, which we illustrate using divergent thinking tests. A historical view of creativity assessment is addressed with a substantive approach to understanding the construct of creativity, its measurement and evaluation, and the broader implications for use in higher education settings. The authors provide a comprehensive overview of the different ways creativity is assessed and hope to inform researchers concerned about finding ways to better individualize instruction and to evaluate the effectiveness of educational programs.

Individualized Web-Based Instructional Design

2011 ◽  
pp. 375-388
Author(s):  
Fethi Inan ◽  
Michael Grant
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Adaptive Methods ◽  
Design And Development ◽  
Web Based ◽  
Individualize Instruction ◽  
Web Based Instruction ◽  
Individual Needs ◽  
Based Instruction ◽  
Instruction Design

Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.

A regular classroom plus a mathematics laboratory

1972 ◽  
Vol 19 (7) ◽  
pp. 527-530
Author(s):  
Donald G. Beuthel ◽  
Phyllis I. Meyer
Keyword(s):  
Regular Classroom ◽  
Individualize Instruction

For years we taught arithmetic using “just a textbook” with the few variations of games, visual devices, and limited activities that could be used to individualize instruction in the confines of a single classroom.

Some Uncommon Sense about Individualized Instruction, Intuition, and Applications

1974 ◽  
Vol 67 (5) ◽  
pp. 399-402
Author(s):  
Herbert Fremont
Keyword(s):  
Common Sense ◽  
Individualized Instruction ◽  
Individualize Instruction ◽  
The Way

What “common sense” tells us is the way to teach may not be the way to individualize instruction and capitalize on applications and student intuition.

Individualized Mathematics Instruction through a System of Continuous Progress

1972 ◽  
Vol 65 (5) ◽  
pp. 417-420
Author(s):  
Arnold Osmundson
Keyword(s):  
High School ◽  
Secondary Education ◽  
Mathematics Instruction ◽  
Individualized Instruction ◽  
Individualize Instruction ◽  
Continuous Progress ◽  
Education Today

The word in secondary education today is to “individualize” instruction. Attend any education convention and check the sectionals dealing with the topics of “continuous progress” or “individualized instruction” and my observation will probably be borne out. At Kennedy High School in Bloomington, we have done things along these lines that I believe are in part unique and that may prove informative and error-saving to other teachers considering this type of an individualized program.

Using Formative Assessments to Individualize Instruction and Promote Learning

2006 ◽  
Vol 37 (4) ◽  
pp. 44-49 ◽  
Author(s):  
Juliann M. Kaftan ◽  
Gayle A. Buck ◽  
Alysa Haack
Keyword(s):  
Formative Assessments ◽  
Individualize Instruction

The Learning Disabled Student: Structuring of the Classroom Environment to Improve Learning

1979 ◽  
Vol 3 (2) ◽  
pp. 19-23
Author(s):  
Shirley Ann Nugent
Keyword(s):  
Classroom Environment ◽  
School Setting ◽  
Learning Disabled ◽  
Academic Environment ◽  
Disabled Children ◽  
Classroom Structure ◽  
Individualize Instruction ◽  
Sensitive Person

AbstractA child classified as learning disabled can function better in the school setting where the academic environment is structured under a competent instructor who is a well-ordered individual and who finds joy in teaching. The special teacher is seen as a sensitive person possessing those qualities of knowledge and dedication necessary to individualize instruction and to help each child to feel successful in the classroom regardless of his limitations. A comprehensive over-view of the aspects of classroom structure for the learning disabled student is discussed in relation to the writer’s own experiences as principal of a school for learning disabled children in Akron, Ohio, U.S.A.

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