DOCUMENT RESUME ED 056 500 EM 009 357 TITLE Individualized Instruction; Abbreviated Proceedings of Two Conferences. INSTITUTION Suffolk County Regional Center, Patchogue, N.Y. PUB DATE 71 NOTE 02p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Conference Reports; *Individualized Instruction; Nongraded System; State Programs; Teaching Methods IDF1%7TIFIERS *New York ABSTRACT Two conferences brought tLygether educators in the state of New York with an interest in individualized instruction. The conferences report consists of five maior papers. Ind1vidua1ized teaching practices are compared with those of non-individualized education. A list of the characteristics ofan ideal individualized school is given. Seventeen assumptions basic to individualized instruction are presented. The state of individualized instruction in New York is reviewed. A description of individualized instruction in nongraded schools and a summary of the plans for the future in individualized edtication in New York are also included. An appendix contains the background information about the conference itself: the program, a directory of conference leaders, brief summaries of group discussions, and a list of conference participants. WO DOCUMENT RESUME ED 056 500 EM 009 357 TITLE Individualized Instruction; Abbreviated Proceedings of Two Conferences. INSTITUTION Suffolk County Regional Center, Patchogue, N.Y. PUB DATE 71 NOTE 02p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Conference Reports; *Individualized Instruction; Nongraded System; State Programs; Teaching Methods IDF1%7TIFIERS *New York ABSTRACT Two conferences brought tLygether educators in the state of New York with an interest in individualized instruction. The conferences report consists of five maior papers. Ind1vidua1ized teaching practices are compared with those of non-individualized education. A list of the characteristics ofan ideal individualized school is given. Seventeen assumptions basic to individualized instruction are presented. The state of individualized instruction in New York is reviewed. A description of individualized instruction in nongraded schools and a summary of the plans for the future in individualized edtication in New York are also included. An appendix contains the background information about the conference itself: the program, a directory of conference leaders, brief summaries of group discussions, and a list of conference participants. WO OR 5UPPLEMINTARY*pu 20.Chtirch Street, Patchogue,' New Ydi-lci 1 17 OR 5UPPLEMINTARY*pu 20.Chtirch Street, Patchogue,' New Ydi-lci 1 17 INDIVIDUALIZED INSTRUCTION f`. Cr) A report from conferences &". conducted by the office of Regional Education Planning for Suffolk County dqc INDIVIDUALIZED INSTRUCTION f`. Cr) A report from conferences &". conducted by the office of Regional Education Planning for Suffolk County dqc U.S. DEPARTMENT OF HEALTH, EDUCATIONA WELFARE OFFICE OF EDUCATION THIS DOCUMENT HASBEEN REPRO- DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIG- INATING IT, POINTS OF VIEWOR OPIN- IONS STATED DO NOTNECESSARILY REPRESENT OFFICIAL OFFICE OFEDU- CAlION POSITION OR POLICY. INDIVIDUALIZED INSTRUCTION Abbreviated Proceedings ofTwo Conferences This document was processed for the ERICDocument Reproduction Service by the ERIC Clearinghouse at Stanford.Ve are aware that some pages probably 'will not be readable in microficheor in a hardcopy enlargement. However, this is the best availablecopy, and we feel that the document should not be withheld from interested readerson the basis of these unreadable pagesalone.1 =='12D:rte sea wrs-asar.aba... goau-seexuarima at Gurney's Inn, Montauk,Long Island from February 8 to 9, 1971 andMarch 29 to 30, 1971 conducted by Office of RegionalEducational Planning forSuffolk County lir Dr. John J. Keough, Director 201 Sunrise Hwy., Patdhogue,N.Y. U.S. DEPARTMENT OF HEALTH, EDUCATIONA WELFARE OFFICE OF EDUCATION THIS DOCUMENT HASBEEN REPRO- DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIG- INATING IT, POINTS OF VIEWOR OPIN- IONS STATED DO NOTNECESSARILY REPRESENT OFFICIAL OFFICE OFEDU- CAlION POSITION OR POLICY. INDIVIDUALIZED INSTRUCTION Abbreviated Proceedings ofTwo Conferences This document was processed for the ERICDocument Reproduction Service by the ERIC Clearinghouse at Stanford.Ve are aware that some pages probably 'will not be readable in microficheor in a hardcopy enlargement. However, this is the best availablecopy, and we feel that the document should not be withheld from interested readerson the basis of these unreadable pagesalone.1 =='12D:rte sea wrs-asar.aba... goau-seexuarima at Gurney's Inn, Montauk,Long Island from February 8 to 9, 1971 andMarch 29 to 30, 1971 conducted by Office of RegionalEducational Planning forSuffolk County lir Dr. John J. Keough, Director 201 Sunrise Hwy., Patdhogue,N.Y. office of REGIONAL EDUCATIONAL PLANNING for Suffolk County Joint ManacipmentLam James Hj William F. Phe.Lan Gordon A. Wheaton Dist. Superintendent Dist. Superintendent Dist. Superintendent BOCES I BOCES II BOCES III Professional Staff Dr. John J. Keough Dr. Michael R. Talty Dr. John A. De Silva Dr. Gerald P. LaMantia Mrs. Lucille Bandes Dr. Michael Spina Mr. John F. Walsh t office of REGIONAL EDUCATIONAL PLANNING for Suffolk County Joint ManacipmentLam James Hj William F. Phe.Lan Gordon A. Wheaton Dist. Superintendent Dist. Superintendent Dist. Superintendent BOCES I BOCES II BOCES III Professional Staff Dr. John J. Keough Dr. Michael R. Talty Dr. John A. De Silva Dr. Gerald P. LaMantia Mrs. Lucille Bandes Dr. Michael Spina Mr. John F. Walsh t z TABLE OF CONTENTS An Introduction Summary of the Conferences 1 A Comparison: Individualized and'Non- Individualized Teaching Practics 7 Nine Characteristics Observed in the "Ideal" Individualized School 8 - Dr. Donald Nasca Seventeen Assumptions to be Accepted before Switching to Individualized Instruction 9 - Edward J. Eaton Individualizing Instruction in New York State 11 - Dr. Donald Nasca Individualized Instruction in the Non- Graded School (with brief bibliography) 91 - Dr. William McLoughlin Future Action and Programs. 50 - Dr. Ted Grenda APPENDIX Programs for the Two Conferences 57 Who's Who on Conference Leaders 61 Outcomes of Group Discussions 63 Participants' Reaction Sheets Summarized 75 List of Conference Participants 76 z TABLE OF CONTENTS An Introduction Summary of the Conferences 1 A Comparison: Individualized and'Non- Individualized Teaching Practics 7 Nine Characteristics Observed in the "Ideal" Individualized School 8 - Dr. Donald Nasca Seventeen Assumptions to be Accepted before Switching to Individualized Instruction 9 - Edward J. Eaton Individualizing Instruction in New York State 11 - Dr. Donald Nasca Individualized Instruction in the Non- Graded School (with brief bibliography) 91 - Dr. William McLoughlin Future Action and Programs. 50 - Dr. Ted Grenda APPENDIX Programs for the Two Conferences 57 Who's Who on Conference Leaders 61 Outcomes of Group Discussions 63 Participants' Reaction Sheets Summarized 75 List of Conference Participants 76 11 AN INTRODUCTION "Learning is personal, unique,unstandardized." - Ronald C. Doll "I look, too, fora more flexible system of education in this State withincreased pro- vision of opportunity forstudents to par- ticipate inany program at any level at which they are capable of performing,and of in- creased opportunity forstudents to proceed at their ownpace. ...A good question is: If the abilities, incentives,and learning system of students vary widely,why are most of them taught in thesame way over the same period of time?" - Ewald B. Nyquist "Traditionally, instructionhas been oriented toward a groupor class. Common assignments are given to all members ofthe group and if individual projectsare assigned all students are expected to complete theirprojects on the same specifieddate. Thas, these student learning experiencesare group oriented, teacher paced, and scheduledat a time convenient to the teacher and the school. In contrast, individualizedinstruction is oriented toward thechild. Appropriate learn- ing experiencesare assigned each student. In order to determinewhat is "appropriate" for eadh learner some typeof diagnostic procedure is used. Once these learning experiencesare identified, instructionis mainly self-directed, self-administered, andscheduled, within the school's broad timeconstraints, at a timecon- venient tc the learner." - Jack V. Edling 11 AN INTRODUCTION "Learning is personal, unique,unstandardized." - Ronald C. Doll "I look, too, fora more flexible system of education in this State withincreased pro- vision of opportunity forstudents to par- ticipate inany program at any level at which they are capable of performing,and of in- creased opportunity forstudents to proceed at their ownpace. ...A good question is: If the abilities, incentives,and learning system of students vary widely,why are most of them taught in thesame way over the same period of time?" - Ewald B. Nyquist "Traditionally, instructionhas been oriented toward a groupor class. Common assignments are given to all members ofthe group and if individual projectsare assigned all students are expected to complete theirprojects on the same specifieddate. Thas, these student learning experiencesare group oriented, teacher paced, and scheduledat a time convenient to the teacher and the school. In contrast, individualizedinstruction is oriented toward thechild. Appropriate learn- ing experiencesare assigned each student. In order to determinewhat is "appropriate" for eadh learner some typeof