A new type of instructional games that attempt to retain the strengths of the lecture format while replacing its passive nature is described. (Author/RAO)

Outlines positive and negative features of the lecture method and the resource-based learning method, recounts a personal experience with the responsive lecture, and discusses its potential. (MBR)

Discusses four models of needs analysis: Kaufman's "Needs Assessment," Coffing's "Client Need Assessment," Lee's "Needs-Assessment," and Harless'"Front-End Analysis." A matrix comparing these models is included. (RAO)

A discussion of whether learning should be structured or open-ended. (HB)

A discussion of the techniques used by Auburn University, Alabama, to introduce new students to an innovative program of teacher education. (HB)

Instructional objectives do not allow teachers to focus on the method or strategy which is employed to assist the student. (DAG)

Discusses advantages and disadvantages of the lecture method as an instructional form; circumstances where lectures serve a useful purpose; the general lecture model, which includes an introduction, presentation, and summary; and three variations on this general model--interactive, demonstrational, and interactive demonstration lectures. (MBR)

A discussion of how humanism and technology are integrated into educational practice. (HB)

The intent of this article is to: (1) characterize appropriate content for drill activity, and (2) describe various cognitive levels of drill exercises that may be used in a learning situation. The overall purpose is to establish a rationale and guidelines for the appropriate use, rather than misuse, of drill exercises. (Author/ER)

Author looks at the question of when instruction should be individualized. (HB)

Suggested activities for individualizing music instruction. (HB)

Discusses reasons for an oral introduction to instructional films, types of oral introductions--i.e., substantive, attention-directing, anxiety-inducing, and advance organizers--and research related to these four areas. Recommendations for the use of the oral introduction are also offered. (RAO)

Various instructional techniques that could be used by teachers to bring students into meaningful contact with course content are presented, as well as a list of questions and situations to be considered in deciding which technique to use to make content relevant to student needs and interests. (RAO)

Defines the concept of the learning contract, describes its purposes, and offers a rationale for its use. Typical components and how they might be negotiated are discussed as well as contract implementation and some advantages and cautions to be considered when using this approach. A checklist and 12 references are included. (MBR)