If the teacher does decide to individualize, provisions should be made to offer both traditional and individualized classes. In other words, students should not be placed arbitrarily in an individualized class, and if at all possible, teachers should be allowed to teach the type of class that is most in keeping with their philosophy and capabilities. As old-fashioned as it may sound, research indicates that the most appropriate type of classroom structure for some individuals is a traditional, teacher-centered class. Individualized instruction is no more suitable to all teachers and to all students than is any other approach.
Based on research evidence, another distinction in approach to learning is
also possible. Several studies, both in second-language learning and in other areas, have obtained results supporting the existence of at least two types of learners. One type learns more using a cognitive approach, while the other learns better using a behavioral approach. In general, researchers have found that higher aptitude students do better using a cognitive approach, while lower aptitude students do better in the stimulus-response, drill type of learning situation. To some extent these differences can be taken into consideration in the regular classroom situation by varying assignments and by providing a variety of activities for all students. In schools with sufficient enrollment, both types of approaches might well be offered, if the department members and the administration are amenable. The success of such a division would depend largely on having a knowledgeable and enthusiastic teacher for each type of course. Students, parents, and administrators would also need to be made aware of the reasons for such a division.