An Instructional Model for an Individualized Approach to Chemistry Gloria B. Speroni Anacostia Senior High School, Washington, DC 20020 Individualization has high priority in education. T o meet the unique needs of students, the teacher should consider using a systems approach (I). Figure 1 presents a scheme which I use to define the major areas in individualizing a course. The kev is a carefullv desiened. multidimensional curriculum which, when properly implemented, produces an individualized program. In such a program, all students-the slow, average, and highly motivated-can reach their potential. For my students, I have developed a modular design that allows self-pacing and for some choice of topics to be studied. This modular approach to high school chemistry creates a new and rewarding context for the teachingllearning process. The first stev is to decide on a flexible sequence of themes. While high school teachers do not agree on all topics to he taught ( Z ) , certain ideas are central, and the curriculum should include all the important areas of chemistry. Figure 2 presents the modules which I use in my chemistry course. During the first semester, the students follow the same pathway. During the second semester, teacher and student can negotiate choices. The process of selecting themes is a refreshing one which can he satisfying to both teacher and students. If team teaching is possible, an even greater number of choices can be made available. Once a theme is established. behavioral ohiectives can be determined and learning activ'ities matched to these objectives. The result is a module with aconceptual framework. An example of such a module is provided in the appendix. Science educators and others. such as the Rockefeller Fuundarion's Commission 1111 the Humanities, strrss the need for relarine x h s e , tecitnul~~r\.. and strtetv 13.1.5). T
