This book draws on applied linguistics and literary studies to offer concrete means of engaging with vernacular language and literature in secondary and college classrooms. The authors embrace a language-as-resource orientation, countering the popular narrative of vernaculars as problems in schools. The book is divided into two parts, with the…

In this interview, teaching models are rejected for their formulaic, inflexible approach to inculcating cognitive skills. Instead, teachers need to understand the logic of their subject matter and should master a set of pedagogical skills to use as necessary. Includes one reference. (MLH)

Instruction is provided on the use of the Keller plan, a structured, self-instructional, self-paced method, to teach introductory logic to undergraduates. First, an overview of the Keller plan is presented, indicating that students work through units of course material on their own, at their own pace, and when they feel prepared to exhibit that…

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)

Presents a questioning strategy designed to provide teachers with tools for thinking about questions and their use in classroom science inquiry. Topics discussed include history, relationships, application, speculation, and explanation. (JRH)

The booklet describes ways in which a logic teacher learned to accommodate learning disabled college students. Information on structuring the course includes general principles (such as clear expectations and a variety of learning modalities), considerations in identifying LD students, and use of a detailed course syllabus. He reviews a typical…

Writing is a key component in developing mathematics thinking and understanding. Four strategies to encourage student writing to describe thinking and reasoning are offered. Teachers can use this writing to verify student understanding of mathematical concepts. (MT)

A program designed to teach cognitive strategies through logical problem-solving and developed for elementary learning disabled students is presented. For each problem set, the instructional procedure involves a discovery activity, discussion, conclusion, follow-up activities, and integration. Five samples of the program's problem sets (e.g.,…

Discusses how the basic concepts from formal logic can be used as a teaching aid in beginning sociology courses. Three sociological arguments are analyzed, to determine their logical structure and the validity of their conclusions. (Author/RM)

Recommends teaching syllogistic reasoning and fallacies in the undergraduate writing course. (JL)

The article discusses the use of logic in the classroom with educationally handicapped (emotionally disturbed, learning disabled, and mentally retarded) children. (DLS)

This article details an approach to teaching one step in a mathematics word-problem-solving strategy, that of organizing the facts. A lesson plan is offered which involves directed instruction and supervised practice in five strategies for organizing facts. (DB)

Critical thinking encompasses the recognition of significant problems within a particular knowledge domain, the ability to systematically evaluate data through the application of various schema, the ability to suspend personal evaluative biases, and the ability to construct, test, and communicate a final solution. Critical thinking is a skill…

Reviews findings from three diagnostic studies which focused on the problem of tautological explanations. Includes a report on a teaching intervention strategy which resulted in the improvement of pupil performance. Suggests that avoidance of tautology can be taught. (ML)