Presents a series of exercises for developmental students which were designed to help students develop the cognitive skills related to the understanding of the grammatical structure and relationships of the English language rather than focusing on grammar itself. Describes how the tasks were implemented in class. (DMM)

Edmund W. Gordon, noted for his research on diverse human characteristics and pedagogy related to the education of low-status populations, responds to questions on learning styles and their modification, cultural background, hemispheric dominance, instructional design, teaching methods, matching teacher and student characteristics, and the use of…

Describes the genesis of a developmental critical-thinking course offered at Southeastern Louisiana University (SLU) that melds two imperatives: to provide a comprehensive developmental-education program and to satisfy the critical-thinking requirements of the job market and the university. Provides some preliminary evaluation results from faculty…

Suggests that there are three ways of taking in information: internalizing inert information, forming activated ignorance, or achieving activated knowledge. Explains that only activated knowledge leads the learner, by implication, to more knowledge, and that seeking the logic of things can lead to discovery of activated knowledge. (NB)