The authors describe an incidental learning approach using supplementary reading sources such as bumper stickers, t-shirts, and novelty buttons to encourage gifted students' analysis and synthesis skills. (CL)

The 10 rational processes (which include recalling and imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, and deducting and inferring) are examined from a cultural and historical perspective, with particular emphasis on the suprarational aspects of creative thinking. A three stage model for facilitating…

The open-approach teaching method, a problem-solving method, is described, with examples of situations and problems that are suitable for this approach. The teaching-learning process and educational implications are discussed. (MNS)

Provides suggestions for activating prior knowledge, getting children to be aware when their comprehension is lagging, and tying it all together at the end. (FL)

Challenges teachers to explore teacher talk and distinguish messages that unwittingly encourage dependence on authority from those that support the growth of academic autonomy through discovering relationships, developing speed and accuracy in skills, and developing understandings that serve problem solving in projects and activities. (MKR)

An example illustrates the role of a student as thinker and machine as doer. An algorithm carried out by hand is faster than the computer algorithm. (MP)

Activities based on newspapers can help students to develop four reading-thinking skills--remembering, inferring, evaluating, and appreciating. (JM)

Presents 101 questions in 12 categories (communicating effectively, expressing appropriate feelings, deferring judgment of others, listening, leading others, following others, making group decisions, cooperating, respecting human differences respecting human commonalities, trusting the group, closure) designed to assist experiential education…

Mental imagery, a factor in learning and fantasy, can be used in multimodal career education programs to aid students in speculation about their futures. This multimodal approach addresses areas of human functioning such as behavior, affect, sensation, imagery, cognition, interpersonal relations, and physiology. (Author/CC)

Describes second graders' responses to finding the sum of the numbers from 1 through 10 after reading the book, Ten Black Dots. Includes student work demonstrating their problem solving. (MKR)

Argues that teaching for poetic thought develops not only poets and lovers of poetry, but also readers, dreamers, and doers. Offers suggestions on how it is done.(FL)

The author urges art educators to contribute to holistic education by emphasizing the unique and alternative modes of thinking and acting which are intrinsic to visual arts. He presents two exercises to help students develop a perceptual rather than conceptual or linguistic mode. (Author/SJL)

A variety of dynamic television related classroom activities involving reading, writing, and arithmetic skills encourage a broader use of thinking skills. Such activities support instructional goals set for students and promote television literacy. (CJ)

Most presentations of mathematical ideas are suggested as being backwards from the way they evolved. Two alternatives are discussed, both emphasizing mathematical processes. (MP)

Presents both an argument and a suggestion for making the teaching of "thought" a visible and substantial component of the English curriculum. (Author/RK)