Argues that educators have the intent and the means to develop students who can reason and reflect across all content areas. Outlines three principles involved in teaching critical thinking. (RS)

Argues that saying that students have "thinking problems" is hardly a useful diagnostic statement or even a sensible description of flawed cognitive development. Maintains that what is needed to encourage students to think are some sensible models and attractive opportunities to do it in contexts that matter to them. (RS)

Offers suggestions for making students more aware of their own study styles and for helping them select appropriate strategies for various study tasks. (SR)

Discusses what a reading and study skills teacher learned from revisiting the classroom herself as a student, and how she used the experience in her teaching. (SR)

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)

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)

Presents ways that the learning of text structure can occur naturally for adolescents in a whole language framework. Offers five global contexts in which conceptualization, communication, collaboration can occur to help students use language and understand how text is organized. (RS)

Describes a Directed Notetaking Activity (DNA) based on three instructional principles: the split page method for structured notetaking; a self-questioning strategy for monitoring levels of involvement before, during, and after notetaking; and direct, explicit teaching of the notetaking process. (RS)

Presents an acrostic of the word "summary" designed to help students write a summary correctly. (RS)

Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Presents strategies designed to provide students with an organizational pattern to help them generate clear thinking, reading, and writing. (RS)

Examines the nature of motivation to understand how achievement motivation is related to autonomous, self-regulated learning. Discusses the role of motivation in strategic learning, with applications made to the developmental college reading population. (RS)

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)

Explains how antonymy (opposition) can offer another approach to vocabulary development in a classroom situation. (HOD)