This book details the findings from a research team that used cognitive principles and a large range of experiments to devise a variety of instructional designs. Their recommendations are based on 20 years of objective, published research. Although the program focused on technical subjects, the findings can easily be applied to a range of…

Noting that interviews with preschool children can yield invaluable information regarding children's thinking and knowledge, this book presents information for preschool and primary school practitioners on an extension of Piaget's clinical interview method and provides examples of the process, analysis, and conclusions from interviews with young…

Under the National Curriculum in the United Kingdom, children with learning difficulties will need to use transfer skills for various cross-curricular themes. To promote transfer, the use of cognitive strategies is recommended, including perceived similarity, analysis of the learning context, expert scaffolding, and detailed planning of practice…

Described is an approach to the teaching of thinking and problem-solving for gifted and regular education students, based on R.J. Sternberg's "Suggested Criteria for the Development of Thinking Skills Programmes." The program provides specific skills training and ample practice, emphasizes cooperative learning and motivation, and…

This paper provides an introduction to the Alberta Education Developmental Framework, and describes the provincial department's position on curriculum and the cognitive domain. Intended for use in designing and implementing instruction, the developmental framework delineates the developmental stages and processes through which students progress,…

Although the teaching of listening has been mandated in Alberta, Canada for nearly ten years, little assistance has been available to help teachers develop effective instructional strategies for teaching the subject. This paper describes the Calgary Listening Inquiry Project (CLIP), a collaborative action research project currently functioning in…

This guide is intended for teachers, parents, and community workers in many countries and provides concrete advice on meeting the needs of children with specific learning disabilities. The guide begins with a definition of learning disabilities and identifies seven areas of disability. It then considers in more detail five areas concerned with…

The five chapters of this book discuss children's development and learning. Chapter 1, by Barbara Z. Presseisen, raises fundamental questions about schooling and learning. Chapter 2, by Robert J. Sternberg, presents a theory of intellectual styles and discusses its relevance for education. The theory concerns the ways in which people use their…

Written for professional people returning to study, this book provides practical guidance and strategies to increase confidence, enhance skills, and develop critical awareness and creativity. Chapter 1 helps students identify reasons for return to study and their implications; examine their interpretations of what learning is; and think about…

An article on the suggestopedic method for adult second language instruction describes the learning processes emphasized in the method and outlines the instructional processes used. The approach is based on the creation of a pleasant, relaxing, and stimulating environment where all information has positive emotional content, and uses subconscious…

The immediate stimulus for this collection of papers was a conference, Self-Access and the Adult Language Learner, organized by the Centre for Information on Language Teaching and Research (CILT) and the Language Centre of the University of Cambridge in December 1992 at Queen's College, Cambridge. Several 1-day conferences on the same theme were…

Part of a seven-book series called "Programming for Students with Special Needs," this book offers all teachers information to enhance their understanding of learning disabilities and provides practical strategies to assist in teaching students with special needs. Section 1 discusses the definition of learning disabilities, labeling, and…

This book, written from a British perspective, offers several sets of teaching strategies at the university level strategies for acquiring information, for working with information to enhance understanding, for confirming learning, and for student self-management. In the first part, "Learning and Teaching at University," chapters cover various…