Argues that teachers' instructional practices reflect their concepts of the reading process and that, therefore, it is important for them to operate from a sound theoretical view of reading. Suggests an interactive model and schema theory as the basis for such a theoretical view. (FL)

This updated 1987 article argues that teaching of thinking skills, common in gifted education, has wider value in regular school instructional programs. It describes programs which have implemented Talents Unlimited, a classroom-level, research-based model for teaching creative- and critical-thinking skills which encompasses productive thinking,…

The ultimate goal of reading instruction is to develop independent readers. To become independent, students must be in control of their own thinking processes. They must be aware of cognition and the conscious use of metacognitive processes. Instruction in metacognition will help students gain control over their own thought processes. Interaction…

Describes a teacher modeling technique whose purpose is to form a comprehensive approach to modeling metacognitive strategies through direct explanation of the reading comprehension process. (HOD)

The National Council of Teachers of Mathematics'"Professional Standards for Teaching Mathematics" perceive teachers as key figures in changing the way mathematics is conceived and taught. Discusses research related to teacher reflection and its relation to classroom practice. (MDH)

Contends that metaphorical thinking can help teachers and students construct new contexts for instruction and learning. Describes the use of metaphors as the basis for a preservice elementary social studies education course. (CFR)

Describes how putting the theory of multiple intelligences into practice in Montessori elementary schools could enhance students' self-knowledge, animate independent learning, and make learning communities more culturally inclusive. Suggests pluralizing the point of entry into a topic, building teaching teams to support diverse intellects, and…

Presents a scripted lesson plan for intermediate grades, based on M.C. Wittrock's model of generative teaching derived from brain lateralization research. Uses a shopping mall as the setting for hypothetical dilemmas. Offers a combination of verbal and imagined strategies that improve students' economic reasoning and teaches cost-benefit analysis.…