Argues that rote memorization can be an effective instructional strategy for the acquisition and retention of sequential skills. Presents eight factors to be considered in the management of rote memorization in the classroom and offers a teaching model for a Spanish vocabulary class. (FL)

Classifies various syntactic structures normally included in sentence-combining instruction into five categories: coordinates, adverbials, restrictive noun modifiers, noun substitutes, and free modifiers. Within each category, structures are further divided into three levels to provide teachers with guidelines for planning instruction. (RH)

Presents a sequence for mathematics lessons designed to facilitate students' competency in executing mathematical processes and to apply the processes to real-life situations. The sequence involves: conceptualization of the process, knowledge of terminology, knowledge of algorithms, and ability to recognize when the process is applicable to…

Operationalizes the theoretical foundation of Gagne's model as a component in the instructional design process. The description of design techniques includes a sample media analysis, and a sample sequence worksheet. (JEG)

Designed for adults who have never learned to sing, this four-month program teaches pitch control and singing in tune. Exercises focus on self awareness, breathing, pitch-matching, and ear training. (SJL)

Argues that writing assignments should (1) specify audience, purpose, and topic, (2) define rhetorical problems, (3) incorporate stages of the composing process, (4) provide timely feedback to avoid cognitive overload, and (5) follow some developmental sequence. Describes several assignments based on letter writing. (JG)

Specific guidelines are offered for implementing figurative language activities into a language intervention program. The guidelines emphasize prerequisite skills, goal sequencing, facilitation of comprehension, and aids to interpretation. A table describes figurative language forms and their use in children of varying developmental ages. (JDD)

The Suzuki talent education method, which combines sequential learning with continual review, is described. The method can be used in developing high levels of musical awareness, technical skill, and artistry in extremely young performers from very different backgrounds. How teachers of choral music might use it is discussed. (RM)

Presents sequential approach to writing instruction that draws on power of rhetoric to help students connect with real world. Exercises focus on country's literacy problem and allow students to work with all kinds of discourse in logical sequence while learning to summarize, to analyze their own and their classmates' styles, and to work with…

Presents five lessons to help secondary level art students see the subjects they draw as they actually appear. The lessons involve portraits, void/solid drawings, surface textures, detailed drawings, and figure drawings. (RM)

Describes preparation and implementation of a lesson using student activity, material in the textbook, and the concept of the time line to teach the chronological order of events in history. The lesson is designed for use by junior high school students during one class period. (CK)

The study with 34 gifted fifth-grade students found that a concrete sequential approach to developing visual literacy was more effective than an abstract visualization approach. Subjects either received guided visualization or direct instruction on such art concepts as shape, form, line, color, perspective, variety, and unity. (DB)

Feels education has neglected the visual and creative parts of the self accessible through art. Offers a rationale for having K-12 students draw for 30 minutes daily following structured visual exercises to strengthen skills in seeing, remembering, and connecting. Offers a critique of Mortimer Adler's Paideia Proposal. (DMM)

Argues that sequencing is the hidden agenda in many content area classrooms. Suggests that, if students are to improve their sequencing ability, teachers must become aware of the hidden, sequencing requirements in their curricula. Describes exercises for helping students become better sequencers. (FL)

A sequential skills program can provide a new and important focus for the K-12 social studies program. The reading, writing, and thinking skills which should be taught are discussed. Sample learning activities are suggested. (RM)