Two-course writing sequences are valuable because they extend the time that students spend focused on developing as writers and researchers, yet they cannot rely on a "more is better" argument to justify their ongoing implementation, especially when general education curricula are shrinking and one course often looks much the same as the…

In this action research, first-graders were challenged to cope with a sequence of modelling tasks involving an analysis of given situations and choices of mathematical tools. In the course of the sequence, they underwent a change in the nature of their problem-solving processes and developed modelling competencies. Moreover, during the task…

In an activity sequence that took place over several days, the class learned about sound and how people hear sounds. Following each activity, students engaged in whole-group sharing sessions and individual journal-writing sessions that were designed to help them see the patterns that emerged from their explorations. The activities were carefully…

The mentoring component of the American Psychological Association Catalyst Program, and the Pinnacle Model upon which it was built, was derived from Bloom's (1985) model of talent development. According to Bloom and his associates, optimal instruction for talent development takes place in three stages. During the first stage, young people are…

The production of complex sequences like music or speech requires the rapid and temporally precise production of events (e.g., notes and chords), often at fast rates. Memory retrieval in these circumstances may rely on the simultaneous activation of both the current event and the surrounding context (Lashley, 1951). We describe an extension to a…

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)

Florida's individualized competency-based vocational education program stresses variety in learning experiences to accommodate individual student differences in learning. The author describes sequence of instruction and techniques to help the teacher facilitate learning. (MF)

The University of Utah College of Law's capstone-cornerstone program seeks to provide each year of legal education with a distinctive purpose and character, a logical progression of knowledge and skills, diverse teaching and evaluation methods, and learning experiences that integrate doctrine, skills, and values. Capstone and cornerstone course…

For over 30 years, sociologists have expressed concern that the undergraduate curriculum in sociology lacks coherence. The sociology major continues to be loosely structured with few opportunities for sequential learning. To achieve greater coherence in the major, I recommend that departments sequence more courses or infuse both empirical and…

Art curriculum projects influenced by ideas proposed at the Penn State Seminar are described. These include the television series "Images and Things," the textbook series "Art: Meaning, Methods, and Media," the Stanford-Kettering art curriculum, CEMREL's Aesthetic Education Curriculum Program, the SWRL Elementary Art Program,…

Some theoretical considerations for increased use of computer-assisted instruction (CAI) in legal education are compared with other teaching methods, empirical evidence of the method's effectiveness is discussed, and some of the activities involving CAI at Harvard Law School are outlined. (MSE)

This article describes a hybrid Sport Education-Games for Understanding unit through which upper elementary pupils can learn to play basic striking/fielding games. The unit is written for a class of 30 pupils. The twenty-five lesson unit is described in detail within 10 stages: (1) Getting started and early skill, strategy, rule, and role work…

The multidisciplinary approach to pharmacy education used at the University of Southern California is characterized by problem-solving curricula, instruction by faculty from a diverse group of disciplines, small-group instruction with mixed disciplines, real-world case studies, evaluation by testing with new problems, and progressive conceptual…

Describes visual arts program, developed in Kitchener, Ontario (Canada), tested by two Special Education teachers with a combined class of 14 (13 boys, 1 girl) learning disabled/behavioral adjustment children, which seeks to develop positive self-concept, increase organizational skills, improve listening skills, increase ability to follow sequence…

Describes the art education program in Moncton, New Brunswick (Canada) from elementary school through senior high, emphasizing art as a serious discipline that demands a coherent structure, definite objectives, sequential learning skills, reasonable expectations of both product and process, a regular place in the timetable, and trained teachers…