Recommends establishing a precise set of terms that deals with the major concepts of the English language to eliminate confusion in student learning. (AEA)

The article describes organizing a seminar in the humanities as a "metalogue" where the object of study is both a text and the occasion itself, as well as the conscious analogical relation between the two. Two examples of the seminar as metalogue are offered. (Author/DB)

The authors suggest that simply by changing the method of questioning, a teacher can change not only the intellectual demands in the classroom, but also the range of thinking strategies that provide for understanding and competence. (KC)

The relation of reading comprehension and information retention is discussed with emphasis on teaching methods and learning activities. (DS)

A program to improve student ability to perform intellectually demanding tasks might reasonably focus on four types of objectives: abilities, methods, knowledge, and attitudes. (Author/MLF)

This in-depth examination of a line explores several ways that the infinite nature and finite representation of a line can be perceived. These attempts to understand the nature of the line give insights into the nature of understanding itself. (MDH)

Concepts, propositions, proposition sets, and process patterns are discussed as elements of a model of language-related basic thinking skills. The term "concept" is defined and illustrated, and a model of concept attainment is briefly described. Illustrations are offered for a set of 430 basic concept clusters intended for use as a…

The subtleties of instruction include interpretation, interaction, and longitudinality. Instructional leaders can help teachers make decisions about how to verbally mediate students' understanding during lessons. Includes references. (MD)

Explains the Integrated Learning Model (ILM), a computer model of information processing which postulates thought patterns during learning and its use in teaching peer tutors about the learning process. Explains the ILM's five phases: preparation, input, processing, storage, and output. Looks at strengths and weaknesses. (DMM)

Discusses four classroom writing activities that can be subsumed within the content area learning environment: anticipatory questioning, notetaking, using graphic organizers, and writing summary paragraphs. (FL)

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

In order for students to experience science as scientists do, they must learn the skills of inquiry. This paper examines inquiry as a way of learning science and presents strategies to promote inquiry in teaching science. A model of progression of inquiry skills from grades K-2 to 3-5 is presented and the skills are aligned with the Massachusetts…

Briefly presents 20 premises about educators' function and roles in the teaching/learning process. (MLF)

Argues that cognitive style diagnosis gives a strong and rational basis to a personalized approach to education. Discusses the relationship between information processing and learning style. Describes the National Association of Secondary School Principals'"Learning Style Profile," which assesses students' perceptual responses, cognitive…

The article reviews the literature on creativity, learning styles, brain studies, teaching technologies, and learning strategies. Although learning styles and strategies differ among individuals, creativity is maximized through use of the fully functioning brain. Teaching suggestions include producing alternative explanations/consequences,…