Are you cultivating the real-world creative problem-solving skills today's diverse learners need for future success? Or have we leaned so far into test preparation that we have left no room for developing our students' unique talents, leaving them disengaged and unmotivated? With the new brain-based Talent-Targeted Teaching and Learning model…

"Nurturing Students' Character" is an easy-to-use guide to incorporating social-emotional and character development (SECD) into your teaching practice. The links are clear--elementary and middle school students have better odds of academic success if you nurture their social and emotional skills. Drawing on broad field experience and the…

Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic…

This book helps teachers support and engage the many different kinds of learners in schools. It examines the most effective strategies for leading diverse students in developing the skills they need inside and outside the classroom. By understanding and exploring students emotional, cultural, and academic needs, educators will be better prepared…

The Common Core State Standards clearly define the skills students need for success in college and the 21st century workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess 21st century skills using authentic…

This article addresses how metacognitive skills contribute to the teaching and learning of problem solving in mathematics. It describes the development and use of a metacognitive journal activity in the classroom. (Contains 2 figures.)

Discusses metacognition as an important component of a set of essential survival skills for the future. Indicates ways to promote general awareness of metacognitive activity, facilitate conscious monitoring of comprehension, and encourage a deliberate and systematic approach to learning and problem solving. (RH)

Methods are suggested to stimulate learning disabled children to develop the metacognitive skills of: (1) reflecting on what they already know, (2) devising a plan for attacking the problem, (3) monitoring progress, and (4) evaluating the outcome of the plan. (DB)

A metacognition model that can help understand general problem-solving deficits in learning disabled students is presented. Two components of metacognition are highlighted: executive processes and attributional beliefs. An educational package combining these components with specific strategy training is illustrated as an approach to improving…

The "impulsive responder" is a learner who avoids or eliminates confusing situations. Rather than acknowledging that a given problem solving task is too difficult, the impulsive responder simply perceives a different task--one that he or she has learned to solve. For the teacher there may be many different problems, but for the impulsive…

Argues that students are conditioned by years of multiple-choice testing to use only simple recall and view knowledge as an uncataloged museum full of independent facts that are collected, recited, and left to gather dust. (DDR)

RIDGES is a mnemonic device designed to give upper elementary and high school students a structure to follow when solving word problems. RIDGES stands for Read the problem; I know statement; Draw a picture; Goal statement; Equation development; and Solve the equation. (VW)

Focuses on the effects of the application of two problem-solving techniques--metacognitive and heuristic--on the achievement of students in the computation of creative mathematics problems. Results indicate that there was a significant difference in the achievement of experimental and control groups. Contains 24 references. (Author/ASK)

Presents a futures wheel as a teaching tool that can be used to analyze science-related social issues. Provides an example to explain the development of the wheel. Lists topics that can be analyzed using the futures wheel. (YDS)

Explains why it is important for chemistry educators to know about metacognition, provides some examples to illustrate main points, and discusses some instructional tools that have been employed to promote metacognition in introductory science courses. (Contains over 50 references.) (WRM)