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Individualised Instruction

Individualised Instruction

            Individualised instruction is a method of instruction in which content, instructional technology and pace of learning are based upon the abilities and interests of each individual learner. It refers to those classroom practices of teaching which recognize the uniqueness of each student learner and thus provide for adequate tutorial guidance, and other support services suited to bring about a wholesome development in the person (mind, body, and spirit).  It is about using teaching strategies that connect with individual student’s learning strategies. The ultimate goal is to provide a learning environment that will maximize the potential for student success. In this strategy the teacher shouldn’t always stick to the same pattern of teaching rather they should adapt new ways such as teaching through audio, video, field trip, etc. so that students have multiple options for taking in information and making sense of ideas. To differentiate or to individualize instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. The intent of individualizing instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. It provides the opportunity for students to learn at their own pace, in their own way, and be successful.

Purposes of individualised strategy

                                         Every student is an individual and a class of students is heterogeneous regarding background and prior knowledge of a subject. Self pacing helps to smoothing the initial inequalities in a group. Students can be diverted to complementary study packages remedial material, materials constructed for specific needs or study in small groups of two or three. Individualised learning includes a variety of practices that enables a student, on his own, to formulate problems, finding answers through systematic procedures of reference work, hypothesizing, experimenting , field work etc and evaluate one’s own progress and achievement.

Principles of Individualized Instruction Strategy.

1.     Make the students clear about the key points and generalization to make sure that all learners gain a powerful and strong understanding so that they can have a good foundation for their future learning. Teachers are encouraged to identify essential concepts and instructional focuses to ensure all learners understand.

2.    Use assessment as a teaching tool to extend versus merely measure instruction. Assessment should occur before, during, and following the instructional episode. The asessment carried out before and during can be incorporated into classroom practice; it provides information needed to adjust teaching and learning while they are happening. E.g. Observation, questioning strategies, self and peer assessment, student’s record keeping. The assessment carried out before and during instructional episode is called formative assessment. And the assessment evaluated after instruction is called summative assessment. It is carried out every few weeks, months, or chapter tests. E.g. End of unit or chapter tests, end of term or semester exams.

3.    Emphasize and stress more on critical and creative thinking while designing a lesson. Whatever task and activities that we provide to the students should be up to the student’s level and understanding, so that they can understand easily and will apply meaning. Instruction may require supports, additional motivation, varied tasks, materials, or equipment for different students in the classroom.

4.    Engaging all learners is essential. We should engage and make the students participate in class activities. For that teachers should develop their lesson to engage and motivate the students.

5.    Provide a balance between teacher-assigned and student-selected tasks. If there is a balance between the task and activities that are assigned by the teachers and the tasks selected by the students, the learning will be most favorable and desirable.

Advantages of Individualised instructions

Advantages for students

1.      It enables the students to proceed at their own pace through the study of each subject

2.      It permits the students to get an immediate response and greater sense of satisfaction

3.      It enables the students to understand better the structure of the subject he is studying

4.      It enables indepth study of a various aspects of the subject

5.      It enables a student to proceed in a subject as far as his ability will permit.

     Advantages for the Teachers

1.      It frees the teacher from teaching many of the routine basic skills of a subject

2.      It enables him to meet more accurately the instructional needs of each students

3.      It furnishes the teachers with diagnostic devices

4.      It allows him to spend more time with students who need the most help

5.      It enables the teachers to bring a structured carefully thought out programme to the students

6.      It helps the teachers to serve as a guide to the students activities

Disadvantages of  individualized instruction

1.      Time and effort in planning and developing materials to suit individual needs will be greater compared to a class centered instruction

2.      Appropriate resource materials may not be available

3.      Requires specialized skills to assess the needs of each students

4.      Requires individualized evaluation strategies

Types of individualized instruction

Individualised learning generally takes up some of the following forms-assignment work, laboratory work, reference reading, programmed learning, mastery learning, learning by Keller plan, learning through audio-visual aids and computer assisted instructions

1.      Keller plan: This strategy advocates the use of sequential set of self study units pursued by each student at his own pace

2.      Programmed Instruction: Programmed learning is a self instructional self corrective technique in which all the leaning material is presented to the learner stage by stage through sequentially arranged smaller units called frames.

3.      Computer assisted instruction: This type of instruction provides flexibility for individualizing the educational process. It makes use of computers in imparting education

4.      Mastery Learning: The underlying assumption of this approach is that most students can master a major portion of the syllabi if enough time is given

Conclusion

                        Individualised instruction comes in many forms, all of which seek to improve instruction in some way. It has the potential to improve instruction by varying the pace of instruction, the instructional method, and content. Most approaches allow for self pacing, yet variation in method and content are rare. If implemented properly individualized instruction proved to be a good method to improve students’ accomplishment substantially.

curriculum is the crux of whole educational process

Introduction

                                       Curriculum is derived from the Latin word” currere” means ‘the path, lap or course or runway’ which one takes as a step to reach a goal applied to a course of study. If the teacher is the guide, the curriculum is the path. Curriculum is the total structure of ideas and activities undertaken during a course of study. The curriculum in the literal sense can be termed as “A pathway towards a goal”. Education finds its effect and results through implementation of the curriculum by the schools. Curriculum is actually what happens during a course i.e., demonstrations, lecture, field visits etc. Pedagogically curriculum means the course of studies to be pursued by the students or the written description of the course content to be imparted through the educational institutions. The course of study means the specific content of education, the details of the study such as method of teaching, lesson plans, assignments           and evaluation strategies which the students has to study to obtain course certificates from the educational institutions

Definition

                               “A systematic and planned series of intended learning conceived to be imparted through selected planned, organized sequential learning experiences to a defined group of learners to attain the stated aim of a specific educational program”. According to Cunningham curriculum is “a tool in the hands of the artist (teachers) to mould his material (the pupil) in accordance with his ideals (thoughts/knowledge) in his studio (school)”.

Concept and Meaning

                                       Curriculum is the systematic arrangement of courses designed with specific objectives for the students. It includes all the learning experience, which the leaner has regardless of when or how they take place under the guidance of the school. The traditional concept of curriculum is that, the teacher will focus his/her efforts and attention in making the students to learn the subject content and course of study according to the prescribed syllabi, in a rigid, set pattern,  to enable them to pass a set of examinations. The learners were given specific knowledge and skills which would fit them to become a mature and successful adult. Learner was prepared to live in the future as foreseen by the teachers and parents. The new concept of curriculum means that through education the learner lives in the present world and adapts himself/herself into it. The teacher will prepare the learner to adapt to future world. According to modern educational thought, curriculum does not mean only the academic  subjects traditionally taught in schools but also includes the sum total of experiences that a learner receives through the manifold activities that exists in the schools, classroom, library, laboratory, playground and in numerous informal contacts between teachers and the learner which helps to balance the personality of students.

Need and Significance of curriculum

                                     

                                 “The child of today is the builder of tomorrow”. A well designed curriculum if effectively implemented, the learner will be equipped with inner potentialities and become instrumental to build up the nation. Curriculum is the basis for the holistic development and increases the abilities of the learner in total. School curriculum of a country, like its constitution, reflects the ethos of that country. The teacher is required to achieve the aims of education. For that purpose he/she has to employ suitable instructional methods and procedures. But this he can do only when he knows what efforts he is to make and in what order. In other words, he should know the content of curriculum which consists of subjects, activities and experiences in the properly graded form. Curriculum is in fact the 'warp and woof of the whole educational process. Its need and importance may be summed up as follows:

                  

1. Achievement of Educational Aims

                             Merely defining the aims of education is futile. There should be well planned efforts to achieve the aims of education. We must think of knowledge, activities, experiences and other influences which help in the achievement of aims of education.

2. Criteria of Suitable Teachers
                                   It is curriculum which can show what types of teachers are required in the schools. We should know what type of work they are required to do and this is according to the requirements of curriculum.
3. Selection of Suitable Methods
                                 Curriculum enables the teacher to select suitable methods of teaching. 'How to teach' will be determined by 'what to teach'.
4. Reflects Trends in Education
                                  Curriculum is a means to achieve the aims of education which are dynamic and go on changing with the changing social requirements. Naturally, the curriculum will reflect the trends in education. For example, modern education places following demands on the curriculum:
5. Providing Suitable Knowledge.
                                  Curriculum should include suitable knowledge which will help in the achievement of aims of education.
6. Providing Suitable Activities and Experiences.
                                   Curriculum includes well selected activities and experiences needed for the development of pupils according to social requirements.
7. Providing Wholesome Influences.
                                  Curriculum should provide wholesome school programmes to develop the desirable behavior patterns in the pupils.

Functions of curriculum

1.      Synthesis of subject and life:

                       The primary aim of the curriculum is to provide the educands experience through the medium of the subjects of study, which will enable them to bridge the gap between school life and life outside the school

2.      Acquisition and Strengthening of knowledge:

                      Acquisition of relevant knowledge in various subjects can be considered as the most fundamental requirement for synthesis of the subject and life. By providing and integrating knowledge in various fields, the cognitive structure gets strengthened. Therefore this is considered as the primary objective of curriculum

3.      Complete development:

                     The aim of education is to achieve the physical, mental, emotional, personal, social, moral, religious and spiritual development of the educand. The curriculum aims at making such a complete development possible

4.      Development of Democratic values:

                     The curriculum should aim at developing values of equality, liberty and fraternity, so that the educands may develop into efficient citizens of a democratic society. Special emphasis should be laid on the development of values such as tolerance, respect for others, co-operation, we-feeling and civic sense.

5.      Satisfaction of the educand’s needs:

                      A curriculum should be designed in such a way that it satisfies the multifarious needs and requirements of educands such as development of skills, abilities, attitudes, aptitudes etc.

6.      Realisation of values:

                     The ultimate aim of education is the development of character and what is required for this is to help the educand internalize various desirable values. Thus curriculum should seek to provide experiences that would enable the educand to build up a desirable value system.

7.      Harmony between individual and society:

                     The curriculum must create an environment which enables the individual to achieve his own development and at the same time contribute for the betterment of society. It should be such a way that the society has to look after the individual while the individual has to contribute for the development of the society.

8.      Creation of suitable environment:

                     All the educational objectives could be achieved only if a good learning environment is provided. Practical suggestion for creation of objective based environmental conditions appropriate for each situation is an important objective of the curriculum for developmental education

Conclusion

                    Curriculum is not merely syllabus. Syllabus is much more specific, and it provides the details of study, the hierarchical order of presenting the content etc. The scope of curriculum is much broader and deeper, for it comprehends every aspect of the educand’s life, seeks to satisfy all his requirements and aspires to develop every aspects his life. In addition to what is prescribed in the syllabus the curriculum includes various kinds of co-curricular and extracurricular activities as well as the various aspects of the educational environment. It relates to various learning experience in curriculum to produce the maximum cumulative effect among learners to attain the objectives of educational program and to gains mastery over the subject matter, develops concepts, inculcate skills, attitudes, values and habits conducive of all round personality development which are needed for social living and further learning. Thus, we can say that curriculum is an important instrument or means to achieve the ends of education rather it can be considered as the crux of whole educational process.

Twinning

NETWORK TWINNING

 Introduction

                              In today’s global world, increasing organizational learning as well as generating new knowledge is crucial to maintain and enhance competitiveness. As a consequence, development of organizational learning seems to promise the challenges created by increased international competition and the growing importance of innovation in the knowledge society. Therefore, the question of institutional development becomes a key element for assessing and strengthening the overall development of an organization’s effectiveness. In relation to this, the idea of ‘twinning strategy’ has become a vehicle for sustainable organizational learning means, for building and strengthening institutional capacity. In another way, it can be said that it is prerequisite for sustaining organizational competitiveness and enhancing research performance.

                                                     

Network Twinning

                             According to the Swedish International Development Co-operation Agency (SIDA), 'twinning' is the distinctive method for promoting institutional capacity building and improving knowledge transfer between research institutions  that will embrace open innovation and development co-operation. On the other hand, World Bank, defines twinning as a “process that pairs an organizational entity in a developing country with a similar but more mature entity in another country,” and recognizes the method as one of its four primary technical assistance delivery modes, along with long-term advisors, short-term advisors, and training. In simple terms we can refer Twinning as a practice whereby two (sometimes more) schools in different regions or in different countries help each other with the help of information technology. Students may spend time in the twin school to gain experience they would not get in their home school. Faculty may be exchanged, resources are also shared.

Professional and institutional growth

                            The Network Twinning or e - Twinning action is an initiative of the European Commission that aims to encourage European schools to collaborate using Information and Communication Technologies (ICT) by providing the necessary infrastructure (online tools, services, support). Therefore, teachers registered in the Network Twinning action are enabled to form partnerships and develop collaborative, pedagogical school projects in any subject area with the sole requirements to employ ICT to develop their project and collaborate with teachers from other  countries. The primary workspace for the network Twinning action, is the e -Twinning Portal (www.etwinning.net) and it is available in twenty-five languages. Teachers registered in the e-Twinning action, also called e-Twinners, find each other, communicate, share resources and collaborate through the e-Twinning platform. E twinning is regarded as the educational communities in Europe. Teachers from all participating countries can register on the portal and use the e Twinning online tools to fund each other , meet virtually, exchange ideas and practice examples, team up in e-Twinning groups, learn together in learning events and engage in online based projects.

                                  The main concept behind Twinning is that schools are paired with another school elsewhere and they collaboratively develop a project which is known as twinning project. The two schools then communicate using the internet via email or video conferencing to collaborate share and learn from each other. e twinning encourages and develops ICT skills as the main activities inherently use information technology. Being twinned with a foreign school also encourages cross-cultural exchange of knowledge, fosters student’s intellectual awareness and improves their communication skills. E-Twinning projects may last for any length of time ranging from only a week, or a month or it can become a permanent relationship between schools.  As Network Twinning promotes school collaboration and school networking through the use of ICT, it provides advice, ideas and tools to make it easy for schools to set up partnerships and start collaborative projects in any subject area. Twinning helps teachers to share their resources, discuss about it and thereby enhance knowledge level. In today’s globalised society, connecting, collaborating and working together with people in other countries is an increasing part of everyday reality. Bringing an international dimension to Children’s education has become more important as we have to make students competitive enough to meet the requirements of the 21^st century. Network Twinning brings out the following benefits

•        Increased motivation for learner to learn across curriculum
•        Improved ICT, communication and language skills among students
•        Increased intercultural awareness through contact with peers in other countries.

•      Sharing and exchanging expertise with education professionals in another other country 
•          Understanding and comparing teaching and/or management approaches, making improvements to own practices of teachers

•        Facilitating teaching of curriculum subjects by adding an international dimension

                           Teachers participating in e Twinning activities can give positive status within their own work environment and also outside. The e Twinning platform has gone through major changes. Over the period and new social networking features have been added to platform to allow new ways of interaction. Similarly, support for training of young professionals is the most effective investment in research. This can be done through network twinning. Building a research institution is a long term process and therefore it is often viable to share the resources of existing facilities in other institutions. Thus twinning proves to be an effective method in strengthening institutional research capacity. Twinning can be done among institutions within the country or with developed institutions in the developed countries. Twinning can therefore be viewed as an reciprocation of technical training, exchange of researches, exchange of scientific knowledge, research collaboration, organizing scientific conference, sharing of facilities etc..

Conclusion

                       Network Twinning offers a platform for teachers working in a school to get involved, communicate, collaborate, research and be part of exciting learning communities. It promotes better cultural as well as informational and educational collaboration among different countries. Twinning can foster research activities and thereby provide better professional growth for teachers and it also promotes the educational standard of students where by institutional growth can also be achieved