Facial Gestures

For Junior Secondary Schools 2

Page 49 Exercise 6c Nos. 1 to 5

Fig. 2: Example of Instruction Work.

111

3.5.2 Grouping

Grouping can also be used in Individualized Instruction approach of

teaching mathematics. The phrase Individualized Instruction does not

mean that learners always work individually or that the teacher-pupil ratio is always one. Learners can still work in groups of two, or more on

the same material or activity with the teacher guiding.

Grouping is particularly relevant in situations such as

(i) At the initial stage of developing a new topic or concept; i.e. at

the investigation stage, learners can work together towards arriving at a generalization or formula.

(ii) In situations where the number of available materials or apparatus

are not enough to go round all learners; and yet it is important for

then they can be divided in groups. The size of the group will be

determined by the number of the apparatus available. In this way every learner will be able to interact with the limited materials in

their groups.

3.5.3 Individual Lesson

Individual lessons can also be conducted through the use of assignment

or work cards and programmed text. Under this strategy individual learners will pick up assignment cards and begin to work on their own.

The same thing applies to work that has been set out on programmed text. The disadvantage of this mode however is that while it caters for individual differences, it looses out on the social aspect of education.

This is because, in some cases of individualized programmes where programmed texts or instruction is mainly used, a learner may work a

whole year all alone without help or interaction with fellow learners.

This is socially not wholesome enough because at an age when it is

becoming more and more difficult for people to find time to relate, education should be bridging the communication gap through fostering

interchange between learners rather than eliminating the interaction that

basically exist among them. In this regard, teachers should plan to ensure that learners work with fellow learners and the teacher as

frequently as possible within each week.

3.5.4 Programmed texts books

The use of programmed text is another way of individualizing lessons in mathematics. The programmed texts are designed to present learning material to a reader in a series of short steps. The learning steps consist of brief exposition followed by a question or questions. Usually, the learner responds by writing the answer in a space provided. Following this the learner will compare his answer with those supplied in the book (these are usually provided in a separate page or hidden somewhere in the text). In this way the learner receives an immediate feed back on his progress. Some of the programmes are written in such a way that if the learner’s answer is not correct, he will be directed (by the programme) to remedial work where he can learn what he has missed – this type of programme is called branching programmes. This form of question and answer process usually gets the learner to be deeply involved in the

learning activity.

He is usually forced by the question to share responsibility for learning.

In addition, as the learner reacts to each question, he is led to discover a generalization. As he also provides answers to the questions or solves

113

the problems, correct answers are reinforced and he is able to correct his mistakes immediately.

Programmed text books seem to be an ideal way of providing for individual differences at least theoretically. It affords the slow learners

to work at his own rate, and the fast learner is not hindered. When a

learner misses work through absences he can still make up what he

missed. It also provides a good remedial work when necessary.

The disadvantage of the use of programmed text however is that when they are used too often, it can become monotonous for slow learners.

They may not find it enjoyable to work independently day after day just writing answers to questions, especially if they have reading difficulty.

At the same time, fast learners see the questions as being trivial and time

consuming. However, when it is integrated into the overall learning programme, and used at regular intervals, they can be very useful as a

way of providing purposeful variety, and of meeting individual needs.

This not withstanding, it has been pointed out (Scopes P.G. 1973) that in

some experimental schools, the whole mathematics programme is

completely individualized.

3.6 The Benefits and Non-Benefits of Individualized Instruction

With the fore-going discussion on Individualized Instruction it is good to look at the benefits and non-benefits of the learning mode as there is no system without its good and ills. First the benefits of individualized

instruction are given below.

3.6.1 The Benefits of Individualized Instruction

The benefits of individualized instruction includes the following

(i) It is very suitable for providing for individual needs and differences of learners.

(ii) It brings variety into the teaching/learning processes in the mathematics classroom.

(iii) It creates a positive atmosphere in the classroom since every

learner works on the material with which he can be successful.

(iv) It enables learners to grow in their mathematical understanding at their own rate which makes it an important mode of instruction

with a class that has a very wide range of achievement levels.

(v) It leads to improved learning. It has been observed (Graham M.

Evelyn 1972) that “in many instances where individualized

instruction was initiated, education has improved in quality”.

(vii) It enables the learner to develop initiative and a spirit of self-

reliance, independent thinking and action.

(viii) Individualized instruction sustains learner’s attention and makes

him to develop interest in the learning of mathematics. This leads

to improved attitude towards mathematics, which is a most

desired development in the mathematics classroom.

3.6.2 The Non-Benefits of Individualized Instruction

(i) It does not foster social relationship among learners especially where the individual mode of learners is used completely or too frequently. This is because a learner can work for a long time on his own without having interaction but a good plan by the teacher to ensure that a learner work with his fellows will curb this trend.

(ii) It may take more time than allotted on the time-table especially

the investigation stage. This may be curbed by including at least

one double period of mathematics lesson in a week on the timetable so that such period may be used for such investigation

lessons.

(iii) The constant use of learning materials may incure additional cost to the school, or the educational authorities concerned. However,

when such cost is compared with the record of failures under conventional method objectively, it may be seen that the cost of

re-teaching these learners is greater than the cost of

individualizing mathematics.

(iv) The need for constant testing both to diagnose and to assess, together with the need to keep record may make it more demanding for teachers, however this extra effort and time can be

most rewarding by the joy of improved quality of learning and

attitude of the learners.

ANSWER TO SELF ASSESSMENT EXERCISE 1

Individualized Instruction may be defined as a mode of instruction in which the teacher attempts to make provision for individual learner’s differences. An Individualized Instruction setting has characteristics like