“This book is not just another teaching method book,
“This is an educational event where brain science and individualized learning meet!”
To ensure that no child is left behind
Instead of waiting for someone to fall behind and then developing a countermeasure,
We must approach each child individually from the beginning.

With the rapid changes in schools and the increasing diversity of students in the classroom, the need for individualized instruction has become more urgent than ever.
Teachers are burdened with the responsibility of guiding students, whose learning readiness, interests, learning challenges, upbringing, and cultural backgrounds are more diverse than ever before, to meet standardized learning objectives.
If you rush through the class to keep up with the pace of the children who are following along, there are many cases where you don't have the time to take care of students who lack basic academic skills or who don't learn anything new from the class content.


'Differentiated Instruction (DI),' a student-centered, customized class, is a practical solution to improve this reality.
The author developed a practical teaching strategy for individualized instruction through extensive research with current teachers.
The focus of the lessons is on the same core concepts, principles, and overall curriculum objectives, while remaining flexible and responsive to students' varying learning readiness, interests, and learning styles.
Teachers guide students through a variety of paths to understand core concepts and principles, allowing them to learn at their own pace and level of complexity.
Also, David A., a renowned author in the field of educational neuroscience,
Suza explains in simple yet concrete terms how the latest brain science research supports the principles and strategies of individualized instruction.
The book, "Individualized Instruction Using Brain Science," provides information and insights that can be used to evaluate curriculum, teaching methods, and evaluation methods, and will provide practical assistance to those seeking specific methodologies for individualized instruction.


*This book is a revised and translated version of 『Individualized Lessons Using Brain Science 2: Principles』, published in 2019.

“These children are my students.
This is the only time children will learn this grade level and this subject.
I know better than anyone the opportunities and responsibilities given to me.
I will look at these children as three-dimensional, individual individuals and get to know each of them individually.
And as a teacher, I will continuously refine my professional knowledge and skills to teach children so that they can acquire the best knowledge in the best way possible.
“I will do everything I can here at this time to help each and every child who comes to me succeed.”
--- p.25

Individualized instruction is not a particularly revolutionary teaching method, nor does it require anything extra from teachers.
I simply ask that you teach thoughtfully, with a sense of responsibility as a professional, and with the intention of helping each student achieve success.
To achieve this, teachers must treat and respond to each student as an individual human being rather than viewing and teaching them as a group.

--- p.33

Anyone who has worked in the teaching profession knows that they can impact students' lives for years to come.
The research literature on children's resilience highlights the range of influence teachers can have.
According to these studies, there are several factors that help disadvantaged children overcome the burdens of life that weigh them down.
One of them is having a powerful adult in the child's life with whom the child can identify and who can provide strength.
Surprisingly, in many cases, this adult is a teacher.

--- p.55

The learning objectives to be assessed must also be clearly presented to students.
In a classroom where effective instruction takes place, students will not be embarrassed by what they are being assessed on.
If you focus on studying with properly established knowledge, understanding, and skills, you will likely think that the evaluation will be tailored to that.
If students study hard and the teacher gives them a question that is unexpected, they will only get two 'lessons'.
That is, effort is not rewarded and teachers are not trustworthy (Guskey, 2007).
Neither of these is beneficial to student success or to creating a positive classroom atmosphere.
--- p.144

You should never grade a diagnostic or pre-assessment test.
Because students haven't yet had a chance to learn what the assessment measures.
Formative assessments should not be graded either.
Formative assessment is just one part of the practice, and penalizing students for it is pointless.
Grades should be calculated through a summative assessment.
Summative assessments should be closely linked to the learning objectives and the work that teachers and students have done together to achieve those objectives.
Summative assessment is an opportunity to check the current coordinates reached in relation to learning objectives. In particular, while the goals and standards for success remain constant, individual differences should be taken into account in the expression and participation of the assessment, so that each student's knowledge, understanding, and skills can be fairly evaluated.
This is when teachers communicate the student's progress toward learning objectives to parents, students, and other stakeholders.
--- p.161

Distinguishing between learning readiness and learning ability is important for both teachers and students in terms of their perspectives on learning.
Many people believe that learning ability is fixed, that is, it is difficult to change.
In fact, learning ability is malleable, but our tendency to view it as immutable can lead to a fixed mindset, believing that learning ability determines academic success.
On the other hand, learning readiness varies depending on the learning topic or skill.
Moreover, while it may be difficult for teachers to figure out how to compensate for students' learning abilities, they must have a clear strategy for compensating for any shortcomings in their learning readiness.

--- p.175

The purpose of individualizing instruction based on learning readiness is to provide a bridge for students to overcome past learning difficulties and master the learning content required today.
For students who already demonstrate sufficient competence in the required learning content, a bridge to practical, in-depth learning should be provided to enable them to continue to develop.
But in many cases, individualized instruction based on learning readiness requires less grandiose measures than bridging.
That means giving students a solid foundation for learning on their own through careful adjustments, such as giving them more time to work on certain assignments, breaking down units into smaller chunks to tackle difficult content, or referring them to more detailed books and websites.
--- p.183

Individualizing instruction based on student interests doesn't mean teachers must always develop lesson plans that cater to every student's interests.
This does not mean that students' interests do not change, nor does it mean that all classes must focus on interest.
Of course, this does not mean that core learning content should be pushed to the back burner to avoid students' interests.
The implication of interest-based individualized instruction is that when teachers know their students and the content well, they have more opportunities to improve teaching and learning by connecting what is most important in the subject and topic to what is most important to the students (their interests).
Individualized instruction based on students' interests increases the likelihood of improving learner efficacy and academic achievement.
--- p.224

As with individualized instruction based on learning readiness, flexible classroom management is a key feature of interest-based individualized instruction.
When teachers and students are flexible with time, place, materials, student groups, and assignments, students are empowered to catalyze, pursue, and share diverse interests at appropriate times.
By operating the classroom flexibly like this, teachers can engage students individually or in small groups with lessons and applications focused on their interests.
By doing so, you can teach not only essential learning content but also learning skills such as learning planning, resource use, progress assessment, collaboration, and revision.
The remainder of this chapter will focus on the role of the fifth element, 'instructional guidance', in addressing students' diverse interests.
--- p.237

Individualizing learning means individualizing what students learn or how they approach it.
Given the premise that teachers prefer to individualize approaches rather than the core learning content itself, the most important factor in individualizing learning content is the teacher.
Because teachers are the main providers of learning content.
Therefore, the ‘way’ in which a teacher teaches can have a significant impact on the learning of students with different learning styles.
--- p.293

Elementary school teachers can read biographies to all their students.
At this time, some students need to challenge themselves with books above their grade level, while others need to read books below their grade level (learning preparation is also individualized).
At the same time, teachers should ensure that students choose biographies that reflect what they like and want to know.
Some students will choose to be athletes, some will choose to be scientists or doctors, and some will choose to be pioneering women (interest individualization).
When students share what they have read with the class, teachers can offer them the option of presenting using visuals, text, or their bodies (individualizing learning styles).
As with other school matters, it's helpful to think about students in a multi-faceted way when considering individualized instruction.
That is, teachers must use all means necessary to create successful learning opportunities for students.

--- pp.308~309

Most adults find it unpleasant to be managed.
In such situations, you feel manipulated and treated impersonally, as if you were a problem to be solved rather than a person with thoughts and opinions of your own.
Then you stop trying to look your best.
In this respect, students are not much different.
In contrast, when a leader sets a vision or a worthwhile goal and encourages people to participate in achieving that goal, everyone will be encouraged and willing to cooperate.
Students also have these same attributes.
Teachers who aspire to provide effective individualized instruction help students understand why such instruction is necessary and involve them in creating lessons that are effective and efficient for all.
Of course, there are clearly elements that teachers must manage in individualized classes as well.
However, the atmosphere is completely different from a class where the teacher only manages the students, and moreover, manages them from a position of distrust.

--- pp.323~324

Students may not be accustomed to individualized instruction, or a learning environment that combines order and flexibility.
Teachers should set the tone and instructions for their classes at the beginning of the school year so that students can recognize and reflect on how their classes are different and more effective, or how they could be different and more effective.
Teachers must renew their commitment to teaching with a growth mindset or fluid mindset, constantly asking themselves, "Which of my thoughts and actions demonstrate my belief that all students can and will learn important learning material, and which do not?"
Teachers must also make every effort to build relationships with each student and demonstrate their interest and belief in them.

--- p.331

There is no perfect way to lead students or manage the details of a class.
But successful leadership stems from a belief that learning is a vitally important task and a commitment to teaching every student to reach their full potential.
When teachers and students trust each other, share goals, and work together, the chances of success are greater.
Successful management comes from envisioning what a smoothly-running class would look like, planning the countless details necessary to create an orderly yet flexible learning environment, and devoting time and effort to systematically addressing them.

--- p.351