Restructuring constraining thoughts is an important step in career counseling. A collaborative approach enables counselors to assist clients in (1) recalling distressing situations, (2) determining associated thoughts and feelings, (3) discovering underlying beliefs, (4) summarizing the thoughts, and (5) examining the relationship between beliefs,…

Describes 11 spelling strategies for students with mild disabilities that enhance student motivation and can be used to reinforce existing spelling curriculums with no additional materials. Some of the modifications include stressing the relevance of spelling; implementing test-teach and test-correction methods; using an analogy strategy; and…

The ability to recognize and recall details about objects helps scientists figure out the answers to problems. Observational skills can be developed by sketching objects in detail. Rapid drawing can improve students' sense of important features and rapid memorization of clues about an object. (JDD)

This manual describes two methods of assessing college students' conceptual structures in the interest of student evaluation. The focus is on the mental frameworks (conceptual structures) that enable students to remember and apply facts and theories. The guide offers two methods, the "ordered-tree" and the "fill-in-the-structure." An introduction…

Described is the generative learning strategy, an approach which encourages pupils to discuss their out-of-school ideas about plant breathing, drinking, wood production, soil, minerals, and leaves, and assist them in linking appropriate ideas together to form an explanation of the origin of plant materials. (CW)

Described is the relative complexity of commonly used diagrams in science instruction. Student interpretations of diagrams, implications for science instruction and the prevention of science misconceptions is discussed. (CW)

Student comments about having time in class to think and solve problems are presented. Stressed are teaching methods which allow students to familiarize themselves with the problem, think about solution processes, work through the solution process, and reflect while solving a problem. (CW)

This article discusses ways to improve mathematics performance of students with learning disabilities through cognitive strategies instruction. Principles of a strategic classroom environment are explained, such as involving students in goalsetting and providing advance organizers. Three specific strategies for math instruction are described:…

Discusses using cognitive frameworks to help students who have mild disabilities or are at risk transfer and retain information. Explains development of study guides, story/critical thinking maps, and cognitive organizers and addresses teaching students how to use cognitive frameworks. Provides illustrations of study guides and cognitive maps. (CR)

This paper defines the concept of structured processing as an activity that encourages students to reflect, describe, analyze, and communicate that which was recently experienced. The paper explores structured processing, outlines a cognitive processing hierarchy, and suggests methods for designing and leading processing activities for…

Challenges in applying cognitive strategy research to complex knowledge domains in students with learning disabilities include the need to focus on deficits in domain-specific knowledge; adaptation of assessment designs to answer cognitive questions; and procedures for individual cognitive strategy instruction in group settings. A research agenda…

The contrast between the teaching of reading and mathematics is drawn. A new set of learning conditions for mathematics is presented based on a model of reading instruction. Immersion, demonstration, engagement, expectations, responsibility, use approximation, response, refinement, and outcomes are discussed. (CW)

Discusses the use of cognitive strategy instruction to improve students' performance in mathematics. The theoretical and research base for strategy instruction is reviewed, and developmental characteristics of students who have difficulties in mathematics are examined. A practical example of cognitive strategy instruction illustrates assessment…

The use of concept maps, Vee diagrams, flow charts, and productive questions to increase student understanding of laboratory exercises and to improve student attitudes toward lab classes is discussed. Examples of each are provided. Student responses to these teaching methods are described. (CW)

Reviews a monograph which addresses children's higher-order thinking skills. Suggests the following for teaching problem solving: identify and develop content-independent and content-dependent problem-solving skills, connect developed skills through workshop-style activities to subject discipline, and help students identify and reconstruct their…