A program to improve student ability to perform intellectually demanding tasks might reasonably focus on four types of objectives: abilities, methods, knowledge, and attitudes. (Author/MLF)

A question-answer format on how specific teacher behaviors influence students' acquisition of information, ability to make information meaningful, and application of meaning to new situations. (Author/MLF)

The Questions to Upgrade and Encourage Student Thinking (QUEST) program is designed to improve student reading comprehension by improving teacher questioning skills. (Author/MLF)

Explores the similarities and differences among three thinking skills programs that help students analyze and evaluate their own problem-solving skills. (MLF)

Presents some ideas about concept learning and teaching strategies through which the learner can be guided. Characteristics of curriculum materials that promote concept development are discussed. (Author/MLF)

The problem of undefined content in career/consumer/economic education is not new. A way to sort out the relationships is to identify important concepts in each area. (Author/MLF)

Walla Walla Schools (Washington) designed a demonstration project using the Marzano thinking skills model, which emphasizes learning preparation, content thinking, and basic reasoning skills. Placing selected thinking skills within specific curriculum areas and grade levels proved so successful that teachers then collaborated on a content-free…

A reasoned response to questions about teaching moral education in the schools. (Author/MLF)

The crucial objective of the transitional curriculum is to make only a small intended change at a time, uncomplicated by other considerations. To illustrate, an elementary science curriculum is presented that features an inquiry approach with the pupils handling materials. (Author/MLF)

Discusses certain teachers' rejection of prepackaged curricula for infusion of critical thinking skills into their teaching. Observational learning develops thinking skills and deepens understanding of causality and responsibility, whether the context is the Battle of Lexington or Chicken Little's dilemma. Strong administrative support is needed…

Recommends the frame of reference method in helping students learn to recognize bias in the questions an author asks, the evidence gathered, and the conclusions drawn. Describes a high school writing-anthropology unit on the Kung San society. Discusses the potentials, problems, and school-linked constraints in using frame of reference models. (IW)