This large-scale study used a survey to collect data on K-12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate…

This article describes a graphic, designed by Clementi and Terrill, the authors of "Keys to Planning for Learning" (2013), visually representing the components that contribute to meaningful and purposeful practice in learning a world language, practice that leads to greater proficiency. The entire graphic is centered around the letter…

The purpose of this qualitative study was to examine the course design decisions and pedagogical practices of American literature teachers at three rural community colleges of varying size in North Alabama. Fink's (2003) Integrated Course Design (ICD) model provided a framework for this study, and the researcher attempted to determine if and to…

This Digest focuses on the method of teaching foreign languages in Kindergarten through Grade 8 using content-based instruction. In this approach, the foreign language is used as the medium for teaching subject content, such as mathematics or social studies. In content-based instruction, students become proficient in the language because the focus…

Discussion of the use of theme cycles in the teaching of students with hearing impairments first compares holistic theme cycles with traditional, reductionist theme units. The development of theme cycle components and issues is then related to locating needed materials, assisting hearing-impaired students in accessing information, managing data,…

Presents Principles of Biochemistry for use as main focus of a biochemistry course. The nine guiding ideas are the principles of continual turnover, macromolecular organization, molecular recognition, multiplicity of utilization, maximum efficiency, gradual change, interrelationship, transformational reciprocity, and information transfer. In use…

Defines "Theme Study" with three essential elements: use of broad, powerful ideas; inquiry-based approaches to curricula; and a community of inquiry of students and teacher. Shares experiences in applying these elements and discusses essential aspects of classroom instruction. (DSK)

One of a series of volumes containing units on specific themes designed for use in college freshman English courses, this particular volume considers people and their responsibilities, through the use of recordings, cartoons, satire, modern and ancient drama, modern fiction, and contemporary essays. The sequence is divided into four sections.…

This paper discusses two pitfalls in designing project work. The first is a tendency to design projects with little emphasis on how the subject matter might connect to future studies. The second involves processes and goals of project work: all too often the processes proposed for project work serve goals that are nonexistent, weak, or unrelated…

The advantages of using themes as the foundation of a language arts program for hearing-impaired students are outlined. Methods for developing new themes, recycling old themes, having children choose their study materials, and structuring classroom activities are presented. Examples from an insect theme illustrate the approach. (JDD)

This paper examines the curriculum Charles Dickens wrote for his children, an "easy account" of selections from the New Testament. Dickens designed the curriculum to make this material accessible and meaningful to his children prior to schooling under the direction of other teachers, tutors, or governesses, and earlier than the language…

A step-by-step examination is made of organized language instruction in which all language teaching activities relate to a theme chosen from the science, social studies, or math curriculum. The first step is to choose a topic of interest. The second step is to find out what is already known about the topic, decide what extra is needed to be…

Teachers who use cooperative, integrated methods will produce students more competent in problem solving techniques, communicating effectively, and working cooperatively with others. Benefits of an integrated curriculum include: (1) reaching students with different learning types; (2) developing critical and divergent thinking skills in students;…

Teachers wanting to translate principles into classroom practice are the intended audience for these sample lessons from an English program for young school leavers, i.e., students 11-16 years old. Divided into three approaches (single units, short themes, and longer themes), these samples are drawn from portfolios assembled in workshops held in…

Discusses the use of interdisciplinary units in education by highlighting methodological considerations, specific benefits, and possible approaches to interdisciplinary instruction. Indicates that interdisciplinary approaches achieve coherence, avoid fragmented learning, order information, reduce background information requirements, connect…