Describes learning to teach as a task involving learning to think and act in ways appropriate to the profession's demands. Describes the language of practice, using common sense and practical analyses of knowledge and action. Illustrates these concepts with a study of student teachers and applies architecture's pattern language to teaching.…

Recent psychological and educational research suggests that, in order to tap the mind's potential, people must employ information processing which uses both hemispheres of the brain, positively engage feelings in learning, and provide a rich and loving environment. Examines learning experiences which encourage success and presents the Integrative…

Criticizes Benjamin Stein's 1983 article on the historical and geographical ignorance of U.S. teenagers. States that Stein's conception of "social studies as socialization" is flawed. Opposing the simple memorization of facts and dates, Mahood argues for education which teaches students to become questioners who are able to critically examine the…

The experiential learning model of Kolb provides a framework for examining the selection of a broader range of classroom activities than is in current use. Experiential learning cycle, experiential learning as instructional design, and student as actor versus student as receiver are discussed. (MLW)

Describes a teaching unit that involves students in reading and analyzing elements of humor in young people's literature. Focuses on what makes quality humorous books funny as well as literary. (FL)

Four different methods of study were presented to fifty-six learning disabled students, who were to learn characteristics of North American minerals. Methods were: (1) direct instruction; (2) mnemonic instruction; (3) reduced-list direct-instruction; and (4) free-study. Results supported findings that learning was superior in the mnemonic…

Using a random sample of 68 high school students learning about consumer credit in home economics classes, the study measured learning of an experimental group using computer-assisted instruction and a control group using supervised reading methods. Pretests and posttests indicated greater learning gains in the experimental group. (Author/CH)

Reviews eight documents from the ERIC system that deal with teaching and learning: styles, processes, classroom interaction, innovative techniques (particularly in theatre classes), and obtaining grants to finance innovative ideas. (PD)

Discusses questioning techniques and lists 10 mutuality-enhancing devices, including hinting, simplifying, and making use of hesitations and pauses. (DF)

Argues for combining two approaches to writing instruction: the school community perspective, in which writing is a learning tool when it engages students in thinking processes; and the disciplinary community perspective, in which writing serves as a tool for learning the intellectual and social conventions of a content area. (HTH)

Current literature on identification and instructional remediation of subtypes of learning-disabled readers (LDR) are reviewed. Preliminary findings suggest that not all LDR children manifest the same oral language, memory, and perceptual deficits that impede decoding accuracy and efficiency and all do not respond equally well (or poorly) to the…

Explains the nature of concept maps and presents several procedures for using and evaluating them. Indicates that because the maps facilitate a sharing of meaning unhampered by any lack of verbal skills, teachers and students can judge with some degree of clarity how well a particular concept is understood. (JN)

A review of recent research and language acquisition theories indicates a need for new teaching principles for second language instruction. The importance of matching language instruction with developmental processes of language acquisition, and considering the effect of social context, emotional climate, and the nature of the language learning…

Reviews learning style research and concludes that five elements contribute to each students' instructional environment--sound, light, temperature, design, and need for mobility. Argues that when those elements are strong preferences it is very difficult for students to overcome them. (FL)

A comment from the author on the design and validity of the research concerning the use of teaching methods on children's progress and achievement in primary schools is discussed. (Editor/RK)