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Peer reviewedEason, Robert L.; Smith, Theresa L. – Physical Educator, 1976
The model established guidelines for a perceptual motor program for learning disabled children in the areas of student evaluation, choice of activities, goal setting, practice sessions, and reinforcement. (GW)
Descriptors: Learning Disabilities, Models, Motivation, Objectives
Peer reviewedWilliams, M. F.; Jacobson, W. H. – Journal of Visual Impairment and Blindness, 1989
The article describes the neurolinguistic programing model and applies it to teaching orientation and mobility skills to congenitally blind students, who have access to only the auditory and kinesthetic primary systems. Understanding the effects on thought of limited representational systems can help trainers teach more effective cane or dog guide…
Descriptors: Blindness, Cognitive Processes, Congenital Impairments, Linguistics
Peer reviewedGabel, Dorothy; And Others – Science Teacher, 1992
Chemistry can be described on three levels: sensory, molecular, and symbolic. Proposes a particle approach to teaching chemistry that uses magnets to aid students construct molecular models and solve particle problems. Includes examples of Johnstone's model of chemistry phenomena, a problem worksheet, and a student concept mastery sheet. (MDH)
Descriptors: Chemistry, Cognitive Development, Concept Formation, Magnets
