INDIVIDUAL INSTRUCTION

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP63-00309A000100040079-6
• Release Decision: RIFPUB
• Original Classification: C
• Document Page Count: 5
• Document Creation Date: December 9, 2016
• Document Release Date: May 8, 2001
• Sequence Number: 79
• Content Type: REGULATION

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IIjlVTI)TIAL l rs`T}1UCTION
The meanie and impli ate ions or Individualized instruction
Individual instruction usually refers to training that is designed and given,
on a one-person basis, or with specific reference to individuals, rather than
to a group as a unit. it makes possible a ma imam adjustment in terms of
individual needs, capacities, and interests. Individual instruction enables
each learner to progress at his own best rate of speed without hindering the
progress of others. Through its use, failure can be eliminated for all
They may be illustrated in field exercises, manual of arms drill, and march-
ing where the aim is uniformity ,and where deviation from uniformity is un-
desirableo Put there are other a.rera of learning where uniformity is not
paramount, as in the fine or practical arts, technical skills, and in the
social sciences. What is desired most in these areas are resourcefulness,
originality, initiative, and independence of thought and of execution.
Roth individual and group instruction are sometimes carried too for by their
devotees. This is a weakness to which both are liable, but to which neither
need be subject.
except those who are exceedingly deficient, and a maximum range of work can
be given because uniformity of results is not desired among class members.
There are certain kinds of lcarnings thrt are best taught by group methods.
Individualized instruction is a reaction against unjustifiable uniformity,
against the lock-step procedure, against the wastefulness of daily lesson
hearing and of enervating uniform exercises for pupils of varying abilities.
Put individual instruction is not a panacea, not a cureall. "oor teaching
by any method is still poor teaching. Instruction may be good or bad in
either grout or individualized training. When instruction is properly
individualized it gives every student to whom the instructor may, come in
contact, the opportunity for wholesome develo-meat and growth along suitable
lines, u' to the limits of 1-is individual capacity.
2. The psvcholoca ba i for individualized instruction
No matter how carefully a group of students may be selected on such bases
as intelligence, mental attitude, or mechanical aptitude, there still remain
fundamental individual differences. These differences may be mental; for
intelligence tests do not adequately measure all forms of mental ability:
they may be emotional; for emotionality is exceedingly complex, and present
tests are but approximate means of monsurement: the differences may be
volitional; variations in capacity of desire to do things: and finally,
these individual differences may be physical in nature. In addition to
these four groups of differences there is little wonder that educators have
turned to individualized instruction as one of the various ways that are
utilized in good education to Ftdant the work to individual needs.
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 could be arranged. One phase of work may be more difficult to master
than another-. The differences in skills required often de 'end more
upon the degree of accuracy, or the limits demanded, than upon any-
thine else, But there are other reasons for varying the normal sequence
of instruction. For exs_mple, it may well be the usual procedure for an
instructor to require students to make maps of certain predetermined
area s, or mace a rough layout of a good meeting place. An some cases
students may find diff?icUIV in understanding symbols or visualizing o-
paper what they saw, The instructor then has to vary the sequence of
the units of instruction to fit the needs of the student and his mission,
e. VaM_i-t the routine as nm n sc. Individual differences in interests
and capacities can be discovered through try-out and exploratory experi.
ences. It .is consequently desirable to rotate the various forms of
learning expex ienccp - both routine and other - +hn t come within the
range of teaching opportu1it es. In accozdence with.this principle.,
the instructor will see to it that each individual has ap')r-oxirtately
equal opportunity to test out his liking and capacities for the total
range of le- ruing units. This should include theoretical knowledge,
manipulative techniques (if any), experience in cooperation or team-work,
managerial responsi_bili ti es, and those calling for ini ti e: tune or other
desirable traits peculiar to our field work.
One fundamental purpose in varying assignr:_en'ts is that each learner
should be developed to think as much as possible. In intelligence,
discriminating thinking is needed fully as much as any type mani,ula-
tive skill. The goal is to combine them wisely. In making assignments
the good instructor seeks to :rake them thought provoking and meaningful.
4. Individual instxu tior, f ~ e storm in nature
So much has been said and written about the socializing values of group
instruction that there a .re those who think individual instruction, by way
of contrast, must be seriously lacking In this respect. A little reflection
will show thr).t this is not even a half truth. Although the instruction that
is individualized throughout, deprives the learner of certain advant.ges that
grow out of group part seipcation, it is clear that individual instruction may
be directed so as to stimulate effort that can have far-reaching social
values. An instructor who handles students on an individualized basis has
the opportunity and obligation to guide and direct his learners so that
selfish motives will broaden into socially approved goals, Sound democrati-
cally conceived intelligence instruction cannot escape responsibility for
socializing individual inst: .c Lion.
To some there appear to be two conflicting ideals in education. They see
a conflict between education as a means of self realization and education
for the larger social group. As a matter of fact, the leading educational
opinion is to the contrary. Dewey and other eminent philosophers of educa-
tion hold that the best interests of the individual and those of the larger
groups coincide.
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 5, Some desirable charactcriatics of Individual instruction
I L'.
Individual instruction is usually given when, for one reason or another,
group instruction i3 not feasible. It is used to good advantage in supple-
menting group instruction. Among the characteristics of good individual
instruction the following deserve to be mentioned:
a. The individual differences of the student should serve as points of
departure for individual instruction. The purpose is to use such
differences by employing methods that will utilize them to an advantage.
b. The personality traits of the learners should be dia,-nosed and used
toward training growth. Some students are timid and lack self-confidence,
This fear can be overcome through friendliness and through encouragement.
Others are over confident; they think that their work is better than it
is. This attitude may be changed by patiently guiding such pupils to
make careful comparisons between their own work and that of others, by
the use of objective rating scales, and through carefully judged compe-
titions.
c, The student's previous background of training and experience should be
recognized in good individual instruction. According to this principle,
assignments must be based upon due recognition of what the student
already knows and can do.
d. Good individual instruction seeks to integrate experiences, knowledge,
attitude, and appreciations into units instead of exposing the individ-
ual to too many vaguely related elements of learninge
e, Good individual instruction has order, sequence, and continuity. It
must be planned and has to be checked for achievement, In individual
instruction adequate drill is sometimes overlooked, and the instructor
may forget just what eachmember of the group was taught unless he has
satisfactory methods or keeping records of the points or units covered.
f. Good individual instruction is challenging, thought-provoking, and
educative. The instructor should distinguish between memorization and
analytical thinking; between mere habit formation and creative effort.
6. Difficulties of individua? ized inata~uc on
It is well to recognize that every form of instruction has its limits and
that individual instruction is no exception to this. It is conceivable that
individual teaching may fcs or rugged individualian 9- that it may promote
the attitude of everyone for hi^self as long as the action is not contrary
to the letter of the law. It is also possible that individual instruction
may be too indoctrinational - that it will result in imposing upon the stu-
dent the.personal view-points and beliefs of the instructor beyond the bounds
of desirability. Still another danger lies in ',the fact that individual
instruction does not offer the same opportunities for frank and many sided
discussion. So learning of this type may be somewhat less thorough and less
broad, But none of these objections is insurmountable. They need to be
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recognized in order that they may be overcome in one way or another.
For example, the lack of gioup instruction may be overcome to an appreci-
able extent through extensive observation, collateral rending, and supple-
mented study.
One of the most cowman objections to individual instruction comes from
persons who claim that it s e:pensive: and time consuming. It is not to
be denied that this per pupil hour cost, of individual instruction is higher
than group teaching and t1 t it takes more time to do. Put thi 4ay to look
upon it is to determine whether or not the higher cost is warranted in order
to satisfactorily accomplish your iii ssion and maintain good eecurity.
7. Making self-instruction more. effective
The following sugestiolis for t?'e irmnrovement of individual instruction are
offered. To nut the suggastioris into practice. is far from an easy, matter,
It will take much time and energy to develop instructional aids as mentioned
below. They may serve as goals toward which progress is to be made to the
extent possible:
a. Employ suit& le ore-tents as a basis for proper student classification
and as a means of revealing to fine instructor each student's points of
.strength and weakness.
b. Stress the time el?nsut. Emphasize quality, but do not forget that
in our field of endeavor intensive application to the mission as well
as the time to do it in is relatively short.
ca Use self-explantory :ins traction sheets. The various forms of instruc-
tion sheets that are used, such as operation, case study, problem, and
information sheets, should be clear and self-explanatory. This is not
to be interpreted as meaning that they should be so detailed as to
exclude opportunities for proper self-activity on the ;hart of the
learner, On the contrary, it is important to have this material in
such a form that it vil.l develop related study, problem solving abili-
ties, and good study habits, This is achieved in part through suitable
references and through challenging questions which can be incorporated
in the lesson sheets.
d. The use of training aids is as important to the teaching. of one indivi-
dual as it is to a groun. The main modification may be in the use of
smaller items. All other atis, such as motion pictures, film strips,
slides, Vu-graph, etc,, may he used in the same manner, with the same
techniques, r s would. be used for -?roup instruction,
e. Pave available suitable refer=once material. Tor the varied type of
instruction which has to be taught on an. individual basis it is irnor-
tant and very helpful to have a relatively small and yet an adequate
reference library, i
f. Develop means of sel -eval ut:lon whereby each student may critically
analyze his progress and per:.- ps determine his own weaknesses.
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