This article seeks to provide researchers and practitioners in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to…

This practical resource explains brain development from prenatal to age 8 with suggestions for activities educators and caregivers can use to foster children's cognitive growth. The authors begin with the basics of brain development, and the issues that affect it, and then provide information specific to infant, toddler, preschool, and…

"Accountable Talk" begins with students thinking out loud about a complex problem that requires collaboration: noticing something about the problem, questioning a surprising finding, or articulating, explaining, and reflecting upon their own reasoning. The teacher works to elicit a range of ideas, which may be incomplete. With teacher…

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)

The paper reviews definitions of differentiated curricula for gifted students and considers approaches for differentiation. Curriculum content can be modified by making it more abstract, more complex, more varied, and organized differently from the regular curriculum. Process modification can be accomplished through higher level thinking,…

This article reports on how elementary school teachers teach strategies to help pupils learn and remember. Tips for using the research findings in the classroom are offered. (MT)

Presents 10 guidelines that staff developers can utilize when assisting teachers in teaching thinking skills to students. Provides guidelines for both practical and theoretical guidance for developing workshop materials, conducting training sessions, and conducting follow-up activities. (AH)

Each of the five principal goals of education--cultural literacy, understanding, synthesis, mastery, and involvement--is best achieved using teaching strategies that develop thinking skills appropriate to the curriculum objectives associated with the goal in question. The specific strategy selected depends on learner readiness and content…

Guidelines are given for teaching basic concepts (such as "above,""least," and "different") to students who are educable mentally handicapped. Stressed is direct and systematic instruction in basic concepts as an integral part of the curriculum with concrete, representative, and abstract applications. (DB)

Explains how teachers of students in grades four through six can use the Teaching Games for Understanding Approach and incorporate games invention into the physical education curriculum. A three-step model is proposed: selection and modification of games; teaching games with an understanding approach; and student invention of games. Summaries of…

This publication shares current thinking, research, and practice in the area of higher order thinking skills with home economics educators, including teachers, supervisors, and teacher educators. The first three articles provide general discussions of thinking skills. They are "Introduction" (Ruth Pestle); "Can Higher Order Thinking…

Gaming (the use of formal games for specific academic purposes) is a method for teaching formal thinking processes that is particularly suited to the gifted student. Various games can be used to develop deductive reasoning, the concept of subsets, inductive reasoning, and attention to detail. (Author/SW)

Suggests that literary study should employ student creative writing as a transition into expository critical writings and discussion of literary works. (DD)

Suggests ways that speaking and listening, reading and writing can be brought together in the learner's mind. (DD)

The database management system or computerized database is an important tool for teaching thinking in the social studies. But what the teacher does to teach the student about databases, to use prepared databases, to organize their data, to direct their research, and to draw conclusions using this teaching device is just as important. The Direct…