Diekhoff argues that you must teach trainees how to learn. He recommends pretraining in learning strategies, including self-pacing, concentration, and reading comprehension. (CT)

For art to survive in the schools, a new image must be presented to the public. Art should be distinguished from crafts, which have a purely recreational connotation, and promoted as a utilitarian subject, teaching fundamental production skills leading toward mastery, as the Suzuki method does in music. (SJL)

Demonstrates the superiority of the structured learning format (SLF) to the traditional seminar format in teaching therapists social skills training. However, treatment by either an SLF-trained therapist or by a seminar-trained therapist made no difference in client social competence. (JAC)

Asserts that the copying of artworks does not stunt a child's creative development; rather it can serve children, as it did many great artists, as a useful tool for the development of the technical and aesthetic skills necessary for creative expression. (SJL)

Results indicate that interview training was effective in transmitting interview skills and was the major contributing factor in the increase in the desired direction in interview performance. A purely didactic approach seems to be as effective as a combined treatment package. (Author/BEF)

It is argued that the skill for understanding written texts, such as those of the humanities, is more important than facts and knowledge because it lasts after formal education has ended. Therefore its development should be the uppermost educational goal. A technique is suggested to aid college teachers in developing this skill. (JMD)

A positive teacher attitude, supportive learning atmosphere, discussion of student experiences, varied reading opportunities, and extensive writing experiences are five factors indicated by research as significant in encouraging students to write. (HTH)

Free writing--writing without concern about spelling, grammar, and punctuation--provides students with opportunities to practice without being judged. Some free writing activities are described that allow teachers of subjects other than English to improve their students' writing skills without sacrificing time for their own subject. (JMD)

Two metric measurement activities that also develop other mathematical skills are given. (MK)

Describes preparation and implementation of a lesson using student activity, material in the textbook, and the concept of the time line to teach the chronological order of events in history. The lesson is designed for use by junior high school students during one class period. (CK)

A typing program is described for the non-secretarial community college student whose personal objectives for acquiring typing skills is broader than the traditional vocational orientation. (TA)

Discusses using the dialogue as a major part of a reading program for reluctant readers to enhance the self-concept, motivation, and skill development of students. (JM)

Discusses recent social studies developments, including the new social studies, values education, and Lawrence Kohlberg's theory of moral reasoning. The author analyzes the six stages of Kohlberg's theory and its contributions to revitalization of the social studies. (Author/DB)

Suggests teaching techniques which make class discussion more relevant to social studies instruction on the secondary level. Problem-solving, adversarial, and moral discussion structures are described. (Author/DB)

Teaching novice kayakers only the biomechanics of a roll and other "closed" (nonadaptable) skills does not create opportunities for flexible skill development. A wider approach teaches support strokes and rolls by focusing on "open" skills that can be transferred or adapted to any situation, including emergency decision making,…