Presents responses to the Stair Skipping problem that appeared in the April, 2000 issue of this journal. (KHR)

This book examines how the structure of schools might be changed so that students in their formative years are able to learn in a manner that allows them to be more creative. The modern world is shrinking as technology and connectivity create new ways to live, communicate, and do business. Education and learning must follow suit. The author…

Presents three types of simple events knowledge models: (1) a simple list of events; (2) a list of cause-effect sequences; and (3) a list of events that describe a problem and its solution. (SR)

Defines and describes the processes by which students acquire new knowledge: accretion, tuning, and restructuring. Relates these processes to knowledge models presented in earlier columns. Discusses extension activities. (RS)

Presents an explanation of the K-W-L Plus strategy as it might be used with students in the classroom. Shows how the strategy is used before reading, after reading, with mapping, and with summary writing. Suggests modifications to be used in the classroom. (MG)

Presents a seven-step approach for sustained in-class study time that suggests a model for teaching study skills to college students. (MG)

Considers event phenomena and how such phenomena might be understood in terms of process knowledge models. Presents the step and stage process knowledge model, the classification process knowledge model, and the conditional process knowledge model. (SR)

Illustrates how knowledge of the ways children develop understandings of science subjects can be used to improve instruction. Probes students' problems in understanding excretion. Suggests that understanding can be promoted through strategies that build on students' existing knowledge, elicit conceptual development, and establishes meaningful…

Points out that many students are unsuccessful learners either because they do not know how to learn or because they do not practice the skills they have been taught. Provides examples of composition assignments which teach students logical strategies. (ARH)

Argues that teachers can help students improve their learning by understanding the reasons why students have not been successful, by identifying strategies that promote active participation in the learning process, and by teaching students how to become more responsible for their own learning. (RAE)

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)

Provides a checklist which can be used to help students become more independent learners by guiding them through a self-assessment of their abilities to learn how to learn and to establish clear goals with corresponding strategies for improvement. Provides educators with current references relating to such assessment procedures. (MG)

Presents suggestions for helping students broaden their learning skills: tell students you plan to help them learn to learn, hold class discussions where students share learning strategies, give students practice using unfamiliar learning strategies, pick a complex learning exercise and present it in steps, and vary your approach over the course…

Focuses on one cognitive strategy, metacognition, and describes the success of this strategy with students of varying ages and abilities. Provides a six-step model for implementing strategy instruction in the classroom. (RS)