Module No.

MODULE TITLE

INDIVIDUAL STRATEGIES

LEARNING OBJECTIVES

At the end of discussion the student will be able to;

 Understand the Individual Strategies.
 Identify the difference of individual and group strategies.

LEARNING CONTENTS

Strategies for Individual students

 Establish a school culture that is clearly pro-learning, and where bullying and violence is
neither accepted or expected.
 Empower students to tell adults when bullying occurs.

 Provide programs to develop students' resilience, communication, social, assertiveness

and coping skills.

 Change the physical school environment (e.g. conduct a playground safety audit) and
improve teacher supervision in specific areas of the school grounds.

 Increase supervision of students at particular times or places - as identified by student

feedback from the data collection tool.

 Make access to support from a guidance officer, school counsellor or relevant allied health
professional simple for students and parents.

 Review technology access at school and introduce and review programs to increase the
safe, smart and responsible use of technology.

 Consider timetable or class changes to decrease the potential contact students may have
with each other.

 Consider mediation or conferencing for students involved with a trained teacher or peer-
mediator to resolve issues.

 Consistently apply appropriate disciplinary action against students who bully others.

 Develop behaviour support plans for those students involved in bullying who require
intensive support.

 Establish a student support group if necessary.

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Different Technique in Teaching Individual Students

 Individual Works
Allowing pupils to work independently is an effective technique for teachers to learn about a
student's capacities and skills in a certain curricular concept. Individual success fosters self-
assurance and metacognitive power. Combining group work with solo efforts on occasion is a
terrific approach to add variety to the classroom. Furthermore, some students prefer to work
alone and are annoyed by having to work in a group setting all of the time. Individual work can
also be utilized to show reluctant pupils how much they don't know and how much better off
they would be if they put in more effort.
 Silent Reading with Direction
In a subject lesson, requiring students to read a specific selection is an effective strategy to
improve their grasp of the material while also developing their reading skills. When pupils are
adept in the reading methods required for that lesson, this technique works well. For example,
before beginning to read the assignment, students should be able to complete the pre-reading
tasks. When students are additionally forced to complete an exercise that helps them to apply
the information from the text, this strategy is strengthened. For example, students can be
divided into groups to discuss different aspects of the passage, or they might be asked to write
a summary or a response.
 Internet Search
If the teacher wants the pupils to have the most up-to-date information, this technique can help
them develop critical Internet research skills.
Although conducting an Internet search is a solo activity, students can work in pairs and
discuss their discoveries to make the event more engaging. Because not all students have
access to the Internet at home, Internet searches may have to take place at a time and
place when all students are guaranteed Internet access. Teachers should also set up a "no
fly zone" to prevent pupils from accessing restricted websites that aren't blocked by the
firewall.

 Portfolio
A portfolio is a collection of a student's work that shows their skill of accomplishment.
Portfolios are an extension of the artist's portfolio concept, in which artists present samples of
their work to entice potential buyers to buy their creations. Students' portfolios are put together
in a similar way, with their best work serving as evidence of their abilities or understanding.
Portfolios also give evidence of a student's academic success over time for the student,
instructor, and parents, allowing them to make informed judgments regarding that student.
This information is particularly important when establishing tailored educational goals or
asking for admission to a particular class or program.
 Projects
Individual or group efforts are represented in projects, which cover a wide range of curricular
themes. Teachers can assign projects in a variety of ways and with different student groups
depending on the qualities of the task and the students' personalities. A project should be a
natural progression from the lessons. It could be a musical performance for a music class, a
research report for social studies or English, or a science fair project for science.
  Minute Paper
The minute paper is a three- to five-sentence narrative written by the student and submitted to
the teacher. Depending on the type of information the teacher needs, this exercise can be
done at any point during the session. Minute papers are typically a personal essay to the
teacher outlining what the students learnt as a result of the lesson and noting any remaining
areas of difficulty. Because minute papers require students to write down their own personal
reflections, they are effective. They're also useful for informing teachers on the lesson's

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success and identifying future subjects

 9 Elements of Individualized Learning

by:Ren Downing
 Research of effective teaching techniques
Before introducing any form of individualised learning to your school or classroom, it is
important to understand the effective techniques that are available to succeed with
individualised learning. Of particular interest are studies that show which techniques
have been successful as well as the method applied by teachers.
 Relevant student data
To succeed at introducing individualised learning into your classroom, you need to also
begin with a firm knowledge of your available student data. This data enables you to
understand the abilities of your student and their strengths and opportunities.
 Knowledge of the curriculum
Knowledge of your curriculum requirements is important to implementing a successful
individualised learning program. Remember, with individualised learning, the end goal
is the same, it’s the journey that is different. So, this practice requires a careful
understanding of the curriculum requirements to ensure your students are on the right
journey.
 Learning delivered at a timely pace
It wouldn’t be individualised if the learning wasn’t delivered at the pace of the learner.
Students don’t all learn at the same pace and also, students don’t all grasp learning
material as quickly as one another. Their prior knowledge of certain topics may also
vary. It is therefore important to ensure that the delivery of learning is done at the pace
of the student, so when they’re ready, you can provide the next learning opportunity.
 Mapping student progress
It’s important to have a framework that allows you to measure student progress
towards the learning goal you’ve set for them. Knowing how learners progress in their
understanding of concepts is important so that you can map the next stage of the
journey
 Goals are identified by the student
For success with individualised learning, the goals must be identified by the student.
Only then will the student be invested in their learning. The concept of individualised
learning requires the student to foster willingness in the task or learning material as this
fuels motivation and efficiency.
By setting their own goals, students become more active participants in their learning
journey, are able to identify the elements required for their own learning and complete
the tasks without unnecessary delays..
 Available tools can be tailored to individual needs
Successful practitioners of individualised learning know how to get creative with the
learning tools available and tailor them to individual student needs. In this modern
learning environment, we have more access than ever to technology that can be
harnessed for this purpose. It is therefore important that use of online learning
platforms provides opportunities to individualise learning by enabling ease of
assessment differentiation and customising content for those students who may
require extra guidance.
 Continuous conversational feedback
Nothing is set in stone; students will progress, you may discover additional
opportunities, or identify new strengths the student did not previously showcase. So, it
is important to ensure continuous feedback with your student is provided and the
feedback is conversational, that is, a discussion between teacher and student.
This conversational feedback must also be timely and relevant. Only then will your

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 student be able to harness their own learning goals and invest in further learning.

 Engage and collaborate within the Learning Community

Last but not least, individualised learning should sit within a learning community—
because that’s how people learn best. Engaging and collaborating with the learning
community provides opportunities for the learner to share their knowledge and learn
from others.

LEARNING POINTS/SUMMARY

The following list of instructional techniques is helpful in differentiating a lesson. Teachers

may modify these ideas to fit their individual classroom situations.

o Summary activities are independent curricular-based projects that the students can

personalize. Although typically completed at the individual level, students can be
grouped to further discuss their results.
o Open-ended assignments target a curricular process, such as creative problem
solving or critical thinking, and allow students a degree of individual freedom. To
magnify this strategy, allow students to complete a hands-on project. This technique is
useful as both an individual and group strategy.
o Authentic situations allow students to understand difficult concepts in real world
terms that they can relate to in meaningful and specific ways. The authenticity should
reflect community values, vernacular, and other localized characteristics.
o Learning centers allow students varying amounts of time to complete multiple tasks
which increases the opportunity for differentiation.
o Flexible grouping is a good way to group students with similar academic
characteristics. It is important to know that flexible groups are fluid. Students can move
between groups as their needs mature.
o Flexible pacing allows time to work for the students instead of against them. Flexing
time does not give students an unlimited amount of time to complete a task but it does
eliminate unnecessary or trivial content to provide additional time for struggling
learners.

Knowing a variety of instructional strategies is a necessity for teachers. It is important for

teachers to be able to apply the correct strategy to effectively reach all of their students.

LEARNING ACTIVITIES

REFERENCES

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 https://www.americanboard.org/
http://margdteachingposters.weebly.com/
https://schoolbox.com.au/blog/9-elements-of-individualised-learning/

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