Educ.

33 Special Topic 3: Integrative Teaching Strategy

Individualized Teaching Strategies

INTRODUCTION

Individualized teaching strategies oftentimes labeled self-learning techniques, include ways of exposing the individual
students to conducive situations wherein they will gain information, develop skills and values through their own time
and effort. Strongly motivated and guided by the teachers, their interests are aroused and sustained throughout the
learning activity. In the end, their learning could be described as self-directed and spontaneous.

Each of these selected individualized teaching strategies will be presented starting from its definition and points to
prove its effectiveness, its limitations, as well as the guidelines to insure its successful implementation.

1. Independent Study

DEFINITION
 Is a teaching strategy wherein students undertake own investigation of an area of interest. They gain
insights on “how” to learn on their own.

EFFECTIVENESS

a. enhances the development of self-learned skills and processes.

b. the students assume responsibility for their own learning
c. motivation is high since they can select an area of special interest
d. they can work at their own pace and time

LIMITATIONS

a. deficiency in process skills may bring about incomplete result

b. flexible schedules may not always be possible

GUIDELINES

a. be sure the student clearly understands the direction and limits the of study. The objective must be
specified at the start.
b. Before undertaking the project, check on the availability of materials needed
c. Discuss what is a sufficient time for the kind of study
d. Check progress regularly and provide assistance where needed
e. Prior to the activity, discuss how the project will be evaluated.
2. Interest Learning Center

DEFINITION
 The setting up of interest learning centers requires the allotment of space where students can
investigate, read or observe organisms and other instructional materials in order to answer a problem or
simply gather information about some objects.

EFFECTIVENESS

a. This strategy provides truly individualized learning.

b. With students’ interest as the initial consideration, the completion of the information-search is
assured
c. The flexible schedule will allow them to devote more time they can afford
d. The center provides a conducive place with all the materials selected for a particular area.
e. Students become more responsible for their own learning regimen.

GUIDELINES

a. Foe assessment to be possible, a folder must be kept where records of interest-led activities can be
filed and later evaluated
b. Involve the students in planning and selecting the materials that should be available in the center
c. Include familiar objects and easy-to-manipulate equipment and devices
d. A resource person may be invited to provide assistance in some extended investigations.

3. Problem Solving

DEFINITION
 Consists of step-by-step methodology of finding a solution or answer to a problem. It starts with a clear
definition of a problem, followed by the formulation of a hypothesis. With the hypothesis as a guideline,
the collection, analysis and evaluation of data gathered will enable one to arrive at a conclusion.

EFFECTIVENESS

a. The student gets actively involved in the activity, hence gains rich experience and insights in how to
go about in solving a problem situation
b. A systematic approach in attacking similar problems is developed
c. Learning becomes permanent
d. Decision-making is enhanced as one gains skill in collecting, interpreting, and evaluating data
e. Conclusions are independently arrived at
f. It develops critical-mindedness and creativity in trying own procedure in testing a tentative
hypothesis

LIMITATIONS

a. It is time consuming
b. The focus on the “problem” may aroused negative reactions
c. This strategy is best employed with more mature individual
d. Evaluation of results may be difficult

GUIDELINES
 a. It needs a number of exercises, especially in collecting and recording of data before a clear
interpretation may surface
b. Orderliness and careful step-by-step procedure must be stressed, otherwise repetitions or missed
step may occur
c. The problem to be to be investigated must be within the maturity and skill level of the individual
d. The student must feel the need to find an answer or solution
e. Sufficient resources must be available
f. Monitoring and guidance must be provided during the activity to be sure of the right direction to
take.

4. Writing Journal

Do teachers write journals? Do students keep simple but memorable things? How do we keep a record of what
occurs during the day that is worth remembering? An easy answer will be – a journal.

DEFINITION
 Is simply defined as a daily record or diary. History teachers would call it a chronology or a memoir.
Others call it a register or a ledger.
 Can it be used as a self-learning technique? Many teachers have been using it as a way of finding out if
the children gained information or developed a skill out of the learning activities. As a teaching
technique it is a record of what transpires during a learning episode. It serves as a feedback regarding
their reactions, difficulties they met, including their own feelings regarding the lesson.

EFFECTIVENESS

1. Journal writing, if done freely and without fear of being graded, could be an effective technique for the
following reasons:
a. It is a useful tool to develop the skill in reflecting in their own experiences
b. It reveals significant information about their attitudes, habits of work and study and ultimately their
learning styles
c. This is an honest way by which smooth communication can be established between teachers and
students
d. Through their own diary they can evaluate themselves thereby realize their own strengths and
weaknesses. It is a good source of identifying one’s self-awareness and self-esteem
e. Journals serve as a venue for monitoring one’s progress in learning assigned tasks
f. Taken as an evaluation instrument, the teacher is assisted in making needed revisions,
reinforcement and enrichment in her teaching strategies
g. Diaries bring back happy memories while learning together in class.

LIMITATIONS

a. Fear of being evaluated publicly will be a deterrent to free expression of their ideas and feelings.
b. The ability to express one’s thoughts could be a difficulty at a young age.
c. Some children may be shy to volunteer their own ideas regarding the learning activity.

GUIDELINES

a. Students must be assured that the contents of their journals will be kept confidential
 b. Provide sufficient practice in recording own account of what has happened, how they felt and what
they achieved during the day. This will encourage them to get actively involved in future class
activities.
c. Praise well-written journals and assist those that need improvement
d. Journals must be read regularly to follow up progress or to determine radical changes
e. Assist students in reflecting or evaluating their own experiences. Such will reveal the fun,
satisfaction or even the worries while undertaking a learning task.
f. As feedback, it could easily shed light on teaching methodologies that need to be improved or
reinforced.

5. Projects

DEFINITION
 Children have been observed to construct mini playhouses as a favorite game. In this activity try to
present in actual form their ideas about an ideal one.
 As a teaching strategy, constructing a project is a way wherein students are tasked to present in
concrete form the results of a study conducted, or a principle learned. They may present the findings in
the form of a model or any visual illustration as to their original interpretation.

EFFECTIVENESS

a. It is best employed when the objective requires the application of a principle or a concept.
b. It surely tests the children’s creativity and resourcefulness in preparing their own version of innovation with
the use of appropriate materials.
c. They learn how to prepare a design and execute to completion, thus reinforcing the learning and application
of a concept learned.
d. Constructing develops the manipulative skill of children.
e. The technique could be resorted to in evaluating the achievement of students who may be weak in oral
communications.
f. The satisfaction and pride in completing a project is a valuable outcome. They will be motivated to continue
constructing projects that may keep at home.
g. It develops at a young age initiative and industry, thus enabling children to be productive.

LIMITATIONS

a. Some projects may be time consuming.

b. It may incur expenses that they cannot afford at the time.
c. They will need training in planning a design and executing same.

GUIDELINES

a. Practice the students in preparing visual illustration before undertaking any constructions.
b. The prepared design of the project must be checked foe flaws and improved before execution.
c. Encourage the use of inexpensive and locally available materials.
d. When assigning projects, consider the ability of the student as well as his interest.
e. While the construction is going on, minimal supervision is recommended to insure progress.
 6. Collection

At one more time, didn’t we, young and old, enjoy collecting a number of things? Children collect favorite toys and
mothers collect photographs of their children through the years.

DEFINITION

 Collecting as a teaching strategy motivates students to collect materials with instructional or aesthetic value. In
addition to learning about the wide diversity of materials in the environment, they likewise develop the skill in
presenting the collection effectively.

EFFECTIVENESS

a. Collecting things of value to the collector instills that feeling of joy and pride in owning one.
b. It develops the skills in classifying, organizing and presenting the materials according to a set of criteria.
c. The values of orderliness, care and neatness are worth developing at the young age.
d. A collection can convey a message if presented and organized in a logical manner.
e. Collecting is a laudable hobby later when they have had successful presentations.
f. It is a good way in determining intense interests among the young.
g. It guides the teachers in choosing the instructional materials they may use in presenting lessons on
variations among organisms.

LIMITATIONS

a. It could be time consuming.

b. The collection may not last long due to lack of knowledge in preserving.
c. Preparing a big number of materials could be messy.

GUIDELINES

a. Tip them in collecting organisms or materials that exist in a wide variety of forms.
b. Assist them in identifying all the materials and make sure they know where and how to obtain them.
c. Guide them in some preservation techniques.
d. Instill the habit of orderliness, neatness, and care in keeping collections and other instructional and beautiful
objects.
e. Teachers must themselves be models in collecting their own teaching devices and maintaining them for
efficient use.
7. Special Report

DEFINITION

 A student who is assigned a special report is required to search for a pre-selected information in connection with
the lesson. The search may take the form of reading printed materials about the topic or conducting actual
observations in the environment. The final task is to organize and summarize the information collected into a
special report.

EFFECTIVENESS

a. The search for facts and information is so focused and the one assigned is ready for the responsibility.
b. Being a special task, the promise of a fair evaluation and a corresponding reward is expected.
c. Because special reports are assigned with care to more capable students, the feeling of pride and strong
motivation is developed.
d. The presentation of a special report put to test the student’s ability to organize ideas logically and clearly.

LIMITATIONS

a. The problem in classifying and organizing facts and ideas may be met by less capable ones.
b. The availability of a variety of educational materials in the area may be limited.

GUIDELINES

a. Train the students in writing essays or similar reports and check as to clarity and logical sequence.
b. Emphasize the importance of determining the credibility of the source before including it in the write-up.
c. If an actual observation to be conducted, prepare questions that can be serve as guide in the right direction.
d. Tips on rich sources of information regarding the topic that will be reported on could be of help, especially in
schools with limited resources.

8. Discovery

DEFINITION

 Discovery is a teaching strategy whose objective is to enable the student to learn through self-discovery. In a
class situation prepared by the teacher, they are led to find answers or solutions to a problem by themselves. In
science, the student follows a step-by-step procedure until they discover own meanings and conclusions.

EFFECTIVENESS

a. Students learn to record data and analyze them for possible clues and leads.
b. A methodical search for information is scientific and should be encouraged to insure carry-over in their growing
years.
c. The feeling of satisfaction and joy in discovering is worth all the time and effort spent in the process.
d. It develops critical thinking either inductive or inductive.
e. Like any independent search, student develops the skills and attitudes of a researcher in the higher cognitive
domain.
f. Learning is lasting since the student actively discovers the information.
LIMITATIONS

a. Left to unguided discovery, the search may be futile for the less capable ones. This may arouse feelings of
frustrations and negative reactions.
b. Some students lack initiative in undertaking the task unless properly guided.
c. It may lead to trial and error unless properly guided.

GUIDELINES

a. The teacher should serve as a model and guide by being systematic in solving a problem or question in class.
b. Make sure that all books and other instructional materials are available.
c. C. guided discovery is recommended otherwise the over-eager student might discover irrelevant data that may
not be useful.
d. Defining the problem clearly and planning the mode of attacking it should be assigned to one with a scientific
attitude and possesses the necessary skills.
e. Provide training in collecting and recording data, analyzing same and arriving at a conclusion.
f. “Unexpected discoveries” must be handled cautiously to avoid confusion.

9. Reading

 Rich information is available in accounts of historians and journalists, studies conducted by subject area experts
and narratives of famous authors. More recent data, facts and discoveries appear in newspapers, monographs,
and scientific journals.
 Teachers can take advantage to these valuable but often not easily available sources of information by
employing reading as a teaching strategy.

DEFINITION

Reading is a teaching strategy that requires the student to find information from the printed educational material. This
activity would necessarily lead them to look for an appropriate reading material or publication which may contain
information that is needed.

EFFECTIVENESS

a. The objective of the lesson must be discussed clearly to avoid wasting time in reading unreliable sources.
b. The essays and narratives to be read are well-organized, making it easy for the student to understand and learn
from them.
c. Reading in a conducive atmosphere can lead to a better understanding of the content.
d. The visual illustrations, photos and diagrams could add to the vividness of information being sought.
e. Recent information obtained will be useful for updating purposes.
f. Skill in analyzing information in prints could be enhanced.
g. This strategy guarantees the enjoyment of the lesson especially if information can be obtained from different
rich materials.
h. The habit of reading will be developed at a young age.
LIMITATIONS

a. It may prove difficult for a student with limited vocabulary.

b. It would need time which may not be met by some.
c. The reading materials may not be available in the area.

GUIDELINES

a. Remind the reader to be equipped with the dictionary to understand new and difficult terms.
b. Always read in a quiet place in order to concentrate more and learn better.
c. Make sure that the needed reading materials are available at a time when needed.
d. Ask for a variety of information learned and enjoyed while they were reading.
e. Encourage them to read for enjoyment and expanded knowledge during leisure hours.

10. Student Research

DEFINITION

 For higher grades, a student may be tasked to undertake an activity which requires setting up a
situation, most often in the laboratory. It requires gathering of information, organizing and analyzing
said information and finally, drawing conclusions.

EFFECTIVENESS

a. The student learns how to gather relevant data and analyze the same in order to arrive at own conclusions.
b. It develops the skills in employing the inquiry processes.
c. When face with a problem, almost automatically the steps of the scientific method is followed in seeking a
solution.
d. Since they use their own modes of investigation it personalizes instruction.
e. The skill in wise decision-making is enhanced.

LIMITATIONS

a. Research in a laboratory set-up would need a number of tools and equipment which may not be available.
b. It is time consuming.

GUIDELINES

a. Make sure that the needed equipment is appropriate and available.

b. Provide practice in employing the processes such as organizing, analyzing and evaluating.
c. Assist the researcher by preparing guide questions that may be met during the trial.
d. Determine the student’s competence and interest before assigning a research activity.
e. Recognizing relevant and useful data enables a researcher to formulate reliable decisions and generalization.
f. Commend one who successfully completed a research activity. Such would add to his confidence and motivation
to undertake similar investigations.
 ACTIVITY 1

Name: ______________________________________ Course/Year: _______________ Date: ___________

Instruction: Answer the following questions below based on what you have read and understand about the topic given
above.

1. Which teaching strategy do you prefer to use. Cite the lesson and defend your choice. (5 pts.)
2. From daily observations, which techniques do students enjoy more often. Explain your answer. (5 pts.)
ACTIVITY 2

1. As an education student, what technique do you “enjoy” in presenting a new lesson?

2. How do you find out if the teacher’s technique used was effective or not?