Purpose: This reflection guide supports tutors in delivering individualized instruction by outlining how to gather and reflect on data about how each student learns best. Tutors can use the student survey and reflection prompts to tailor instruction to students’ strengths, preferences, and needs, creating more inclusive and responsive learning experiences.
What Is Individualized Instruction?
Students learn in diverse ways—some differences are visible, while others are more subtle. Despite this well-known reality, most learning environments are designed for a narrow range of learning styles, often excluding students who don't fit that mold. For example, if a tutor relies solely on verbal explanations, students who benefit from verbal instruction will thrive, while those who learn best through visual aids may struggle. Individualized instruction means intentionally designing tutoring sessions to support all students by incorporating multiple instructional approaches that respond to varied learning styles and needs.
Why and How Do Programs Collect Individualized Instruction Data?
To effectively implement individualized instruction, tutors need accurate and comprehensive insights into how each student learns best. Tutors and program leaders collect data on students’ learning preferences and needs to guide tutors in tailoring their instructional strategies.
In programs with high tutor consistency, tutors can gather this data during ongoing sessions with the same students. In less consistent models, programs invest in centralized systems to collect and analyze student learning data. These systems guide tutor training and instructional design and support better student-tutor matching based on instructional strengths and student learning styles.
Types of Data That Support Individualized Instruction
- Survey Data: Standardized surveys can capture how students experience and approach learning. These insights enable tutors to design instruction that better aligns with student needs.
- Conversational Check-ins: Regular conversations with students about their preferences, strengths, and challenges help tutors adjust instruction in real time. These interactions also build trust, support strong student-tutor relationships, and promote student self-awareness and metacognition.
Recommendation
Prioritize the collection and use of individualized instruction data to ensure all students receive equitable, responsive learning experiences. Whether through consistent tutor engagement or centralized data systems, understanding and acting on students’ unique learning needs is essential for effective, inclusive tutoring.
Student Survey for Individualizing Instruction
Purpose: Provide the student survey to students before engaging in learning and intermittently during sessions. While some students are aware of how they do their best learning, other students will discover what works best for them over time. Use the results to inform lesson planning.
Student Survey
When do you feel like you’re learning the best?
- It helps me when directions are repeated multiple times.
- I learn best by doing.
- I learn best by reading.
- I learn best by listening.
- Math makes sense to me.
- I’m good with words.
- Other: ________________________
How do you like to process, or take in information so that it stays with you? In what moments do you struggle?
- I have a strong memory.
- I take time to think about what I’ve learned.
- I like to write down what I’ve learned.
- I like to draw out information.
- Other: _____________________
How do you like to communicate information? Where do you struggle?I like sharing out and presenting.
- I prefer to write what I’ve learned.
- I like to draw out my thinking.
- I like to lead groups.
- I have trouble expressing what I’m thinking when speaking.
- I have trouble getting started when asked to write.
- I don’t like to participate in class discussions.
- Other: ____________________
Tutoring Reflection for Individualizing Instruction
Purpose: Using what you know about the student(s) from their survey, reflect on the following prompts, then plan accordingly to individualize instruction.
For Tutor Reflection During Planning
| Perception |
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| Interpretation |
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| Comprehension |
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