A history teacher changed his teaching approach to help students develop the skills of formulating hypotheses, gathering and organizing information related to the hypotheses, and determining if the data supported the hypotheses. The attack on "The Maine" in 1898 is used as an example. (MT)

This article describes how to improve students' notetaking skills by having them pretend they are journalists wiring in a story. Students must pare down information to the essentials and calculate telegram costs. Sample exercises and a reproducible page are provided. (JL)

A teacher tells how he turned a class of difficult students into a class of eager learners by risking an offbeat teaching method. An inset briefly features seven other success stories. (MT)

A seven-step technique is presented for introducing elementary students to the use of metaphors in order to develop their creativity and improve their writing skills. (JD)

The Boothbay Writing Project was developed by a group of teachers interested in discovering how writing should and should not be taught. Through self-research, teachers gained insight into how they had learned to write and how they could best help their students become competent, confident writers. (DF)

Information and resources are provided for teachers in developing a unit to help students become smarter consumers and understand the purposes of merchandise packaging. (DF)

A teacher discusses how computers can be used in the classroom to increase individualization, motivation, and creativity. (DF)

The computer can be an effective mathematics teaching tool when combined with concrete learning materials. To be used properly in the classroom, the computer should emphasize thinking skills rather than repetitive drill and practice. (DF)

This article discusses how a school in Minnesota centralized its computer program into a lab situation taught by a teacher-computer specialist. Entire classes were instructed in word processing, programing with Logo, and modified drill and practice. Teachers were also involved in workshops to further computer literacy. (DF)

Teachers do not have to be musicians to help their students learn basic musical concepts. Activities are suggested that provide experiences with visualizing sounds, conducting, performing, and composing. These lessons can start a foundation on which to build more formal studies. (DF)

An elementary school class that learned sign language also benefited from several positive side effects. As the students developed a new means of communication, they also become more aware of deaf individuals and their needs. (DF)

A description is given of how an art teacher increased childrens' observational skills by teaching them to focus on the subtle visual details of natural objects. A brief list of helpful books is provided. (JD)

Word processors can be used in the classroom to help teach both the mechanics of writing and the process as a whole. The computer can facilitate student/teacher conferencing, peer evaluation, peer collaboration, and purposeful writing. (DF)

A study of family history is suggested as a catalyst for motivating middle grade students and for effecting learning simultaneously. Numerous activities for adding interest and for expanding learning opportunities are offered. (DG)

Various techniques are described for which a teacher might use dramatics in a classroom situation. Questions which might be asked by the classroom teacher include: purpose and use of drama in the classroom; development of skills; classroom space problems; and time. (JN)