On completion of this unit, one should be capable of performing each of the following unit objectives: describe individual differences among students; define individualized instruction, list modes of individualization, and present a general instructional model of individualization; justify student self-direction as a learning goal and as a requirement for individualized instruction; describe three modes of student self-direction and show how each contributes to individualizing instruction; review your own experiences with self-directed learning within and outside of school; define mastery-referenced instruction and state the advantages of employing a mastery criterion for students and teaching staff; state the requirements for employing a mastery criterion in individualized instruction; describe and evaluate varieties of homogeneous grouping as approaches to individualizing instruction; describe and evaluate nongrading, cooperative teaching, and the open classroom as approaches to individualization; compare individually prescribed instruction, Program for Learning in Accordance with Needs, and the open classroom in terms of their provisions for student self-direction and mastery; identify or describe an individualized program you would recommend to a school district and justify your choice; and state your view on the values for the student's intellectual and personal development of individualization, self-direction, and mastery learning. (Author/IRT)