Jesus Vargas

EDTEC 561

Chapter 25: Adaptive Instructional Systems

Chapter 25 discusses research that has been done regarding learning styles and needs of students. The article divides the approaches into three main parts. The first is the macro-adaptive model which provides options as to what courses the student decides he wants or needs to take. The second is the aptitude treatment model in which the strengths of the student are determined and the subsequent curriculum is based on that. In essence, it is a “taylor-made” curriculum. The third is the micro-adaptive model. This proves to be the most difficult for the instructor, and possibly the only option in many cases. In this model, the instructor has to adapt his/her teachings to the needs of the student during the delivery of the curriculum. In this model, although the instructor has to utilize all his/her expertise as an educator, he/she has to “play it by ear.” In this model, every student and every situation is different.

Surprisingly enough, I am currently living the “full experience” as a teacher. I teach music, Spanish, and English for ELL students. My music and Spanish classes are based on a macro-adaptive model. Both of these classes are electives and both offer several levels. The students have the option of choosing what level they want. My English for ELL follow the aptitude treatment model. First of all, the class is a requirement and since my students have special needs, I have to employ many strategies and a lot of scaffolding to use the strengths that they already have. Before being placed in this course, students are tested, evaluated, and finally placed in the level that best meets their needs. Finally, I have to use the micro-adaptive model in all of my classes because I have special education students in every class. In these cases I have to look closely at every student and decide what the best approach to take is. Sometimes it can be something as simple as providing more time to finish an assignment. Other times I have to keep them after school to re-teach the lessons.

Park, O., Lee, J. (2003). 25. Adaptive Istructional Systems. [Electronic version]. AECT: the Handbook of Research for Educational Communications and Technology.