The design of instructional materials for second language listening comprehension is discussed, based on the premise that such materials must reflect a view of the nature and processes of listening. Two distinct kinds of cognitive processes involved in listening are examined: bottom-up processing, or the use of incoming data as a source of…

Suggests a model of human cognition by describing similarities between human and electronic computers. This model might guide the development of software so that it is sufficiently powerful and flexible to be of value to human computers as they construct new knowledge in chemistry. (JN)

A lesson that illustrates how student questioning can serve as the basis for a social studies unit is presented. It is appropriate for a junior or senior high school class studying political parties at the local, state, or national levels. (RM)

A discussion of the design of effective instructional materials for English as a Second Language (ESL) focuses on the application of second language learning theories and concepts of instructional design from educational technology to development of interactive video. A number of second language learning models and related research are examined,…

Teachers producing their own worksheets can now make ones that include questions that stimulate such higher level cognitive processes as analyzing, interpreting, and synthesizing. Suggestions are given for assignments which utilize word searches and partially filled outlines in both group and individual activities. (IS)

Presents guidelines for developing computer-assisted instructional materials that are based on theoretical instructional theories, including behaviorism; neobehaviorism (imitation and modeling); information processing; cognitive psychology; and learning styles. Guidelines highlight feedback and reinforcement, practice opportunities, sequencing,…

This document presents conference materials and five conference papers on literacy and the hearing impaired. Preceding the papers, a section of general information provides an introduction, conference format information, and a commentary by Michael Rodda. Recommendations from the work groups and an executive summary are then presented.…

Many students, even after formal science instruction, have not developed a scientifically acceptable concept of "living,""animal," or "plant." Therefore, as part of the action-research phase of the Learning in Science Project, a working group was formed to explore (with teachers) some possible strategies aimed at…

Provided are the papers presented at a conference which served as an international forum on diagnostic and prescriptive mathematics education. They are: (1) "The Evolution of the Research Council for Diagnostic and Prescriptive Mathematics" by Robert Underhill; (2) "The Interaction of Knowledge and Cognitive Processes in Diagnosis…

In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Physics action-research group considered problems related to the teaching and learning of ideas associated with force and motion, suggesting that children's ideas of these concepts might…

This guide offers strategies for working with students with autism in the areas of academic instruction, organization and time management, and social skills. The importance of considering the autistic student's use of language and thinking style is stressed. Chapter 1, "Who Are Higher Functioning Young Adults with Autism?" (Ann Fullerton),…

Recent research suggests that many middle school students approach mathematical story problems with strategies that are not based on possible meanings for the operations, yielding success for one-step problems, but providing a weak background for approaching algebra story problems. This document reports the findings and the materials developed by…