The author, a 5th-grade teacher at an independent boys' school, gives a first-person account of how her constant assessments and requirement that her students be active participants in their own learning gainsays the need for high-stakes, standardized testing. She posits a "living assessment" that is intertwined, interactive and…

This article discusses the importance of thinking about and identifying what one wants in a school--and deciding whether or not these are realistic expectations. One might want to consider the core values that attracts one to Montessori, and observe, when visiting a school, to see how these are expressed in the school day. The author points out…

Describes a primary classroom in which students are permitted to work independently in a constructivist, predominantly child-driven environment. Includes a short interview with the classroom teacher elaborating on this active learning atmostphere. (HTH)

An inquiry approach to learning is a process whereby students explore, investigate, search for information, discover and seek solutions without much guidance from the teacher in an open classroom environment. Inquiry teaching is not the only method that can be used in the classroom. Unlike other instructional methods, inquiry does involve students…

Proposes that classrooms that encourage critical thinking possess distinguishing features that can assess whether critical thinking is a regular occurrence. Suggests that a critical thinking classroom commonly reflects the following attributes: frequent questions, developmental tension, fascination with the contingency of conclusions, and active…

Presents a teacher's reflections about her dysfunctional classroom and ways she sought to improve it. Discusses involvement of students in building a community of learners through project activities. Emphasizes the need for students to understand the purpose of work undertaken, ways to share it with an audience, and working in a collaborative…

Most of those teachers believing in and supporting active learning propositions begin their internships or student teaching practicums fired up about what they can accomplish and how they will do it. However, very often the realities and rigidity of either the school systems in which they work, the cooperating teachers or mentors with whom they…

This publication is a collection of 25 personal stories from a multitude of perspectives on the joys of teaching and learning. The stories emphasize active learning; respect for differences; creativity; willingness to make mistakes; a love of life, school, and family relationships; and the quest for personal meaning. The stories are: (1) "Richard"…

Advocates the Ausubelian approach to preschool education, as it combines traditional child-centered and teacher-centered preschool settings, and influences of Bruner and Piaget. Focuses on the use of the advance organizer lesson to assist students in making basic concept connections. Notes positive effects on student stimulation, interaction, and…

Suggests ways in which a teacher or visitor can tell whether children are gaining from their science activities: classroom presence of real things to learn from, children working with these materials, and more talking by students than by the teacher. Lists observational questions about student work, behavior, and communication that can be used to…

Drawing upon the philosophy of several educational theorists and several educational approaches, this paper discusses the educational environment of Danish schools and preschools. Given the significant number of hours that children spend in schools, the importance of methods employed by the schools for the care and education of children is…

Suggests ways in which instructors can engage students in large classes. States that short weekly written student responses can ameliorate the problems of dealing with large classes. Explains that such responses help students gain power over the material and assists in developing competence. (Contains 19 references.) (NB)

Noting that literature on higher education instruction is sparse on the topic of class and course endings, this paper provides advice on how to successfully end individual classes and semester-long courses in ways that maximize learning and minimize discomfort. Based on this literature and a discussion the authors initiated through online computer…

Discusses six transformations in teachers' thinking to facilitate implementation of integrative curriculum. The transformations include rethinking the teacher as a curriculum theorist, reconceptualizing the roles of teachers and students, affirming student voices, conceptualizing authentic assessment, and restructuring the classroom environment.…

The use of fictional writing, and in particular fictional dialogue, has gained increasing credibility and popularity within the field of qualitative social science research (Clough, 2002; Denzin, 1997; Tierney, 1998) but research in early childhood education has yet to exploit such methodologies. This article asks: what is meant by the term…