Learners are multi-faceted, unique people. Discovering the whole individual is incumbent upon realizing the teaching/learning environments, common social and societal realities, and belief and value systems respective of academic and socio-societal factors that establish who one is as a learner and teacher. In "Learning and Teaching," the authors…

A model of perceptual processing which posits four primary components of perceptual processing (sensory encoding, perceptual integration, memorial classification and retrieval, and cognitive abstraction) is explained to be helpful in identifying the nature of the learning disabled child's perceptual disorders and in designing a remediation…

This article describes five representations and the connections between and among them. It also describes how to use multiple representations to support students' mathematical understanding.

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 a framework that connects concepts such as expert consensus models, target models, intermediate models, preconceptions, learning processes, and natural reasoning skills for thinking about cognitive factors involved in model construction in the classroom. Provides guidance to teachers in the form of instructional principles and reminds…

Explains teaching methods and strategies to increase science learning among 3-6 year old children. (YDS)

Proposes a model for learning and training for intercultural communication competence. Discusses the five levels of the model. Presents five categories of questions to challenge cultural stereotypes. (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)

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)

Noting that while individuals need opportunities to develop cognitive and symbolic understanding of communication principles and skills, this paper argues that they also need to develop an experiential understanding in order to use those principles and skills in building and enhancing relationships. To accomplish this, the paper offers a…

The article describes a curriculum model for the severely handicapped which utilizes the traditional notions of content, scope, and sequence and relates these concepts to the learning and generalization processes. (DLS)

Describes a sequence of writing exercises that synthesizes current work on expressive discourse, learning theory, and classical exercises of the kind that are represented in Quintilian's progymnasmata. (HOD)

The author categorizes the stages and skills of independent inquiry: the motivation to inquire; skills essential to setting up an inquiry; and modes of concluding an inquiry or verifying a hypothesis. He draws curriculum implications for developing independent learners. (SJL)