Many school leaders feel pressure to encourage teachers to integrate technology, yet they do not have a strong conceptual framework of how technology should be integrated. Kolb offers up her open-source Triple E Framework, a tool that helps administrators ask smart questions about how technology is being integrated into learning. Three key…

Each of the five principal goals of education--cultural literacy, understanding, synthesis, mastery, and involvement--is best achieved using teaching strategies that develop thinking skills appropriate to the curriculum objectives associated with the goal in question. The specific strategy selected depends on learner readiness and content…

Hunter responds to Gibboney's criticism of her teaching model in the previous article. She points to the fact that her model is based on research, and (in response to Gibboney's criticism of its simplistic approach) that the model has been criticized for expecting too high a level of thinking skills. (MD)

Round three; Gibboney responds to Hunter's response to his criticism of Hunter's teaching model. He reiterates his belief that Hunter has not demonstrated a satisfactory research base for the model and that her training process is too narrow and ignores competing approaches and critical discussion. (MD)

The availability of several effective teaching models that allow the teaching of thinking skills and subject matter simultaneously proves that intellectual processes and content are not incompatible subjects for instruction. These models differ significantly from traditional models, and adequate training in them will require a thorough commitment…

Author describes a design which seeks to formulate curriculum into discrete but interactive spheres. (Author/CB)

The Cognitive Levels Matching Project trains teachers to guide students' skill acquisition and problem-solving processes by assessing students' cognitive levels and adapting their teaching materials accordingly. (MLF)

Criticizes Madeline Hunter's teaching model emphasizing a perceived mechanistic and simplistic approach. Also stresses the ways the author feels the model negates the teaching of thinking skills. Attacks the scientific approach of Hunter's model, its philosophic perspective, and the training process. (MD)