ABSTRACT
Individualized instruction has been shown to be an effective teaching strategy for at-risk students. From Socrates recitation to L. Vygotsky scaffolding, educators have used many flavors of individualized instruction to reach each child. Individualized instruction can be broken down into two major components: learning and motivation. To individualize instruction for at-risk students, the teacher needs to choose flexible strategies that allow for student differences. Effective individualized learning hooks new material to prior knowledge, recognizing the child's culture and experiences. A personal contract is a wonderful way to communicate to at-risk students the expected behaviors and associated goals. To individualize motivation, the teacher must consider the child's valence, instrumentality, and expectancy for the behavior. Academic behaviors such as doing homework, paying attention, or studying do not exist in a vacuum. The teacher facilitates learning by providing support, or scaffolding, while the student is challenged.
