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Abstract
This study presents an empirical investigation of the optimum amount of teacher intervention in experience-based instruction. Teachers trained in the Mini-Society Instructional System were asked to keep a journal of daily experiences that included their role, and the roles played by their students, in the formation of the Mini-Society. The journals were evaluated with respect to the extent of the teacher’s intervention in the Mini-Society’s development. The results indicated that non-intervention was the most effective teaching strategy, and that students in non-interventionist teachers’ classrooms showed greater acquisition of specific concepts and more autonomy than students in classrooms where the teacher used overt or covert intervention.