Learning Style as a Criterion for Placement in Alternative Programs.

Abstract

JLiducators continue to identify viable alternatives to lockstep procedures for instructional grouping. An abundant literature testifies that people learn through different perceptual strengths1 and often under diametrically opposed conditions. But until the advent of technology it was impossible for one teacher to expose 30 or more students to information through a wide enough variety of strategies to ensure that everyone learned. Joday, however, the availability of multisensory media and the development of individualizing tech niques such as programmed learning, contracts, and instructional packages combine to provide effective ways for students to progress academically with out constant, direct professional super vision. Once it was recognized that, under specified conditions, some youngsters were able to progress independently toward clearly stated educational objec tives, new patterns of organizing instruc tional environments and groups were needed. To provide students with op portunities for teacher-directed in dependent learning, self-selected inde pendent learning, and teacher-directed group learning, educators began experi menting with varied ways of reorganiz ing instructional units. For younger pupils, open classrooms, open cor ridors, open space, and individuali zation were initiated. For secondary students, open campus, alternative schools, community schools, and work-study programs became fashion able.

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