Providing for individual differences in the general science class

The success of the teacher of general science, as in fact of all subjects, lies in his ability to adjust the materials of instruction to the individual differences of the pupils. I n very small groups, such adjustment is relatively simple; but in large classes, which are coming to be the standard in our high schools, the problem of individual adjustment becomes discouragingly complicated. Large school systems attempt a practical solution of this problem by sectioning the groups on the basis, usually, of intelligence. Smaller systems, however, cannot attempt ability grouping. Such practice even where it is practicable affords only a partial and far from satisfactory adjnstment, since homogeneous grouping merely limits the range of individual differences within the group and then with respect only to the one trait which has been made the basis for the grouping. Even in a “dull” or a ‘%right” group there are as many different individuals as there are pupils, each presenting his own instructional problems. I n most classrooms there is probably little attempt upon the part of the teacher to adjust the work specifically to the individual pupils. I n a majority of classes, however, it is common to find the work best adjusted to the sub-average intelligence level within the class. Such individual adjustment as is made is usually in the form of “special help” for the diillest members. The least intelligent pupils most frequently receive this special favor not only because the brighter ones learn the materials without extra help, but also because in the too common opinion both of