Advocates the use of the whole language method in writing instruction to emphasize communication rather than mechanical correctness in writing. Discusses the following whole language techniques: having children see themselves as authors, using predictable books, encouraging inventive spelling, and using and displaying student work. (DMM)

Encourages visual notetaking to help students improve learning. Emphasizes that when students use verbal and visual cues, the entire brain is called to action. Specific examples of notetaking such as "T-line,""Stickperson," and "Star models" are illustrated. (BR)

Describes the fragmentary recall of aural and visual messages and discusses the implications for instructional design. Topics discussed include cognitive processes; the characteristics and selection of various media and the relationship to fragment processing skills; classroom activities based on fragmentary recall; and direction for further…

Seven articles in this issue focus on the use of realia in instruction. Authors discuss reasons why realia effectively motivate students and enhance learning; the place of realia in supervised occupational experience programs; the importance of real-life experiences to vocational agriculture; and student teaching as a reality experience. (SK)

Using feature films to teach undergraduate psychology courses can promote active learning for several reasons. Films can reach students with a variety of learning styles, including those with a visual approach to learning. Also, students seem to enjoy commercial films and their use can help decrease levels of monotony from daily lectures. Feature…