Intended to assist teachers in evaluation of specific learning strategies for learning disabled students, the article summarizes 14 metacognitive strategies (sets of steps used by the student to talk his or her way through a problem) based on principles of rehearsal, transformation, organization, mnemonics, monitoring, motivation, and…

Physical educators should reinforce the mind-body dualism covered in physical education through activities that illustrate the use of problem-solving, asking and answering questions, developing game sense, and perceiving relationships. (CB)

How the author moved from concern about research to development of prescriptive models of heuristic problem solving and the exploration of metacognition and belief systems is discussed. Student beliefs about problem solving, and their corollaries, are included. (MNS)

Cognitive performance can be improved through the explicit instruction of strategies that produce good performance. Variations in the ability to access knowledge relevant to specific materials that might affect strategy use, students' perceptions of strategies, and strategy maintenance are considered. (TJH)

Introduces teachers to potential benefits of using conceptual analysis as an alternative didactic strategy. Outlines the framework and techniques, reviews relevant literature, and demonstrates several methods for developing cases. Concludes that conceptual analysis is a valuable technique for improving students' empirical thinking and work.…

Describes a teaching method adopted at Farmers Branch Elementary in Dallas, Texas, called webbing technique. This technique involves relating available information about a teaching topic in a pictorial display. (CH)

Evaluation of "Concept Diagrams" and a related "Concept Teaching Routine" used in nine secondary school classrooms which included 32 learning-disabled (LD) students, found that teachers successfully selected target concepts and implemented the teaching routine, whereas students (both LD and non-LD) demonstrated gains in concept acquisition,…

Re-examines the function of second language acquisition and learning by redefining the terms "acquisition" and "learning" in the context of the classroom. This redefinition, known as the binding/access framework, has several advantages for instruction: it incorporates both lexical and grammatical acquisition, it clarifies the…

The author discusses advantages and disadvantages of computer-based training. She covers the search for high quality courseware, computers' effects on cognitive processes, the difference between classroom and computer-based training, using simulations, control of the learning experience, and the value of repetition. (CH)

The conceptual difference between understanding and algorithmic performance is examined first. Then some dilemmas that flow from these distinctions are discussed. (MNS)

Some pedagogical problems in Chinese numeration are described. They involve the teaching and learning of how to speak numerals with fluency in Chinese, using Hindu-Arabic written numbers. An alternative approach which stresses regularity is proposed. (MNS)

The use of logical reasoning is illustrated with a problem and its solution process. Other suggestions for teaching problem solving are included. (MNS)

Asserts that the main goal of writing instruction is to help students attain the competence necessary for academic discourse and the most effective way to do this is to teach the basic strategies for uncovering the rules that govern discourse in any particular context.(SRT)

Twenty-seven teachers participating in the KEEP program were interviewed to determine the extent to which they developed self-regulatory cognition and self-directed speech in response to stressful training conditions. Illustrates how self-speech and self-regulation accompany and aid the acquisition and internalization of new skills. (DR)

A program is described that is designed to improve the cognitive planning abilities and social skills of students nine to 16 years old with behavior problems. Students learn the cognitive planning sequence of stop, plan, do, and check. (CL)