This paper answers several frequently asked questions about constructivism, including how to define it, how to plan the curriculum, how to assess student understanding, what to do with the information, where to begin, how students work in a constructivist classroom, and why constructivism is important. (SM)

Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

A first-year elementary teacher explains how she helped a slow learner work up to her potential. Two experts suggest strategies for teaching slow learners: setting up an at-risk program; peer tutoring; adapting teaching to the learner's capabilities; and understanding individual learning styles. (SM)

Presents suggestions to help teachers enhance class trips to the museum, noting today's museum outreach programs are very useful. After describing what museums have to offer, the article explains how to plan such a trip and how to make the trip run smoothly. A list of must-see museums is included. (SM)

Teachers need to watch for hidden visual problems which may affect their students' learning. The article discusses vision and learning, visual efficiency problems, and treatment; it describes conditions and symptoms of visual processing and efficiency disorders. (SM)

Service learning can help students learn specific skills and concepts, particularly in social studies. The article examines characteristics of good middle school service learning projects, explains how to begin a project, discusses the benefits of service learning, presents an example of service learning in Wren Middle School, Piedmont (South…

Providing students with realistic problems will facilitate a better understanding of and reason for computation. Specific suggestions for introducing and for increasing problem-solving skills are described. (CJ)

Describes a multicultural unit for elementary students. Children select a folk art or craft and become experts, learn the craft, research the craft, pass the craft on, and review their discoveries. The unit culminates in a folk arts festival at which students demonstrate their craft to classmates, teachers, and guests. (SM)

Preventing rejection of a student by his/her peers and helping the child to cope with such rejection are ever-present challenges for teachers. Suggestions are given by teachers who have successfully dealt with students who were rejected by classmates. (IAH)

Discusses students who have memory dysfunction, examining issues related to learning and short-term memory, memory in progress, and long-term memory. The paper describes how to explain the brain to help students understand the difference between memory problems and overall intelligence. Suggestions for training teachers and administrators are…

Most teachers do not have enough training to teach reading, and many students, especially special needs students, cannot adapt to traditional instruction. The paper stresses the importance of a rich language environment at school to benefit students who lack it at home. Students can also benefit from a multisensory approach. (SM)

Teachers working with Asian refugee children describe their approaches to problems involving language acquisition, culture differences, and psychological adjustment. Tips are offered on peer teaching, creating a supportive atmosphere, and English language development. (FG)