While researchers and teachers are still sorting out which programs work best in which circumstances, some basic ideas about thinking can be used by teachers. Suggestions for encouraging thinking in the classroom are offered. (MT)

Researchers suggest that teachers should place greater emphasis on the qualitative understanding of the procedures involved in mathematical problem-solving. Administrators can advise teachers to encourage students and show them how to be more thorough in analyzing problems. (MLF)

Argues that basing comprehension questions on story grammar will help students develop story schema. (FL)

Uses a Bruegel painting to illustrate the view that a child's I.Q., relative intelligence, and problem-solving abilities may relate directly to the number of games the child has mastered at the critical or sensitive periods of his or her life. (Author)

This interview with David Perkins, codirector of Harvard's Project Zero and author of "The Mind's Best Work," focuses on the links between creative and critical thinking styles. Exercises in Venezuela's Project Intelligence are also discussed, along with possible curricular approaches to teaching skills. (11 references) (MLH)

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

Provides suggestions for activating prior knowledge, getting children to be aware when their comprehension is lagging, and tying it all together at the end. (FL)

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

Challenges teachers to explore teacher talk and distinguish messages that unwittingly encourage dependence on authority from those that support the growth of academic autonomy through discovering relationships, developing speed and accuracy in skills, and developing understandings that serve problem solving in projects and activities. (MKR)

Two guiding principles for classroom management and instruction that emerge out of current knowledge about attention mechanisms and processes are that teachers should adapt their instruction to their students' stable attention mechanisms and that teachers should use imaginative teaching and management strategies to help students enhance their…

The article describes the framework of two training workshops intended to help elementary classroom teachers make better use of open-ended questions and activities which foster high-level generalizations. Tables provide a summary of thinking models utilized in gifted education and sample teaching units. Eighteen generalizations for the social…

Previous studies indicate that many early elementary school children have the misconception that whole number subtraction is a commutative operation. The degree and character of this subtraction error was investigated in this longitudinal study. Results obtained from three groups of students with different number abilities provided further…

Provides examples which suggest the importance of giving children opportunities to create their own arguments and of allowing them the opportunity to verbalize these arguments in clinical interviews. Also indicates that if time is spent interviewing children individually, instruction can be matched to the way they think. (JN)