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McConchie, Liesl; Jensen, Eric – Educational Leadership, 2020
Authors of the newly revised Teaching with the Brain in Mind, Liesl McConchie and Eric Jensen offer whole-brain approaches teachers can take to engage students in new learning and retaining that knowledge.
Descriptors: Teaching Methods, Brain Hemisphere Functions, Learning Processes, Neurosciences
Tschannen-Moran, Megan; Clement, Davis – Educational Leadership, 2018
Drawing on their research in creating the Vibrant School Scale, Megan Tschannen-Moran and Davis Clement describe the three characteristics of vibrant schools: enlivened minds, emboldened voices, and playful learning. The authors also detail a four-step, strengths-based process called appreciative inquiry that can help school members have…
Descriptors: School Culture, Institutional Characteristics, Inquiry, Educational Environment
Simmons, Craig – Educational Leadership, 2021
Although there has been much debate about how "learning loss" is conceptualized and the degree to which the pandemic has affected it (Dickler, 2021; Jacobson, 2021; Strauss, 2021), one thing is certain: the pandemic has likely exacerbated the instructional gaps that students already had, especially in the case of those who attend…
Descriptors: Pandemics, COVID-19, Communities of Practice, Equal Education
Duke, Nell K.; Caughlan, Samantha; Juzwik, Mary M.; Martin, Nicole M. – Educational Leadership, 2012
Readers use different processes to read different kinds of text. Three principles can guide teachers in helping their students better understand the nuances of different genres. Teachers should engage students in reading and writing for real-world reasons, develop students' knowledge of specific genre features, and teach strategies tailored to…
Descriptors: Literary Genres, Educational Principles, Change Strategies, Educational Strategies
Robertson, Bill – Educational Leadership, 2007
Robertson discusses the "perceived dichotomy" that permeates science teaching: teachers can either stress inquiry learning with lots of hands-on experiences or stress content knowledge and swap hands-on inquiry for direct instruction. Although a curriculum of unstructured hands-on science activities leads to shallow content knowledge, it is…
Descriptors: Teaching Methods, Science Activities, Learning Processes, Curriculum Development

Fischer, Kurt W.; Rose, L. Todd – Educational Leadership, 2001
Asserts that because student learning and development are complex and dynamic, educators must learn to differentiate between functional and optimal skill levels and then to target their teaching and curriculum materials accordingly. (PKP)
Descriptors: Academic Achievement, Educational Strategies, Elementary Secondary Education, Individual Differences
Caine, Renate Nummela; Caine, Geoffrey – Educational Leadership, 2006
Although students' eclecticism can be overwhelming, all students are identical in at least one respect--they are biologically equipped to learn from experiences. Caine and Caine discuss neurological findings about decision-making capacities built into the brain. They describe Elkhonen Goldberg's concept of actor-centered adaptive decision making…
Descriptors: Decision Making, Experiential Learning, Brain Hemisphere Functions, Neurological Organization

Barell, John; And Others – Educational Leadership, 1988
Programs to teach students critical thinking must empower them to be self-directed, but they must also stress respect and empathy for the viewpoints of others. (Author/TE)
Descriptors: Cognitive Development, Cognitive Processes, Critical Thinking, Educational Strategies

McTighe, Jay; Lyman, Frank T., Jr. – Educational Leadership, 1988
Thinking tools bring sound instructional theory into the classroom in a practical form that students and teachers both enjoy using. Six such tools are described that have the general characteristics of psychological validity, concreteness, relevance to teachers, and differentiation by type of learning. (TE)
Descriptors: Cognitive Development, Cognitive Processes, Critical Thinking, Educational Strategies

Beyer, Barry K. – Educational Leadership, 1988
Suggests basic principles to guide the construction of an integrated sequential guide for thinking skills instruction throughout the K-12 curriculum. Strategies emphasize introducing and reinforcing cognitive operations such as information processing, problem solving, critical thinking, and decision making. (TE)
Descriptors: Cognitive Development, Cognitive Processes, Critical Thinking, Educational Strategies

Melchior, Timothy M.; And Others – Educational Leadership, 1988
Describes the use of Edward de Bono's CoRT (Cognitive Research Trust) program in English classes during the past five years at Memorial Junior High School in Valley Stream, New York. CoRT tools were used to analyze literary characters and plot development and to generate and organize ideas for writing assignments. (TE)
Descriptors: Cognitive Development, Cognitive Processes, Critical Thinking, Educational Strategies

Derrico, Patricia J. – Educational Leadership, 1988
With Matthew Lipman's Philosophy for Children program, middle school students and their teachers in the Bethlehem (Pennsylvania) Area School District use dialectical reasoning strategies as they contemplate perennial questions. (Author/TE)
Descriptors: Cognitive Development, Cognitive Processes, Critical Thinking, Educational Strategies

Barbieri, Edmund L. – Educational Leadership, 1988
At Westover (Connecticut) Elementary Magnet School, a teacher training program called "Talents Unlimited" focuses on critical and creative thinking, invites children to become active learners, and enables teachers to function as facilitators of learning. (TE)
Descriptors: Cognitive Development, Cognitive Processes, Critical Thinking, Educational Strategies

Schlichter, Carol L.; And Others – Educational Leadership, 1988
"Talents Unlimited," a research-based model for teaching thinking at the elementary level, has proven to be an effective model for the secondary level as well at schools in New Mexico, Arkansas, and Alabama. The program emphasizes strategies that help teachers integrate practice in thinking skills with academic content. (TE)
Descriptors: Cognitive Development, Cognitive Processes, Critical Thinking, Educational Strategies

Barbieri, Edmund L. – Educational Leadership, 1988
"Talents Unlimited," a program developed in Mobile (Alabama) County Public Schools in 1971, nurtures students' abilities in five talent areas as the foundation for academic proficiency: productive thinking, communication, forecasting, decision making, and planning. (TE)
Descriptors: Cognitive Development, Cognitive Processes, Critical Thinking, Educational Strategies