Students can learn from writing, regardless of subject area, by keeping a learning log or journal. Several types of questions and topics are suggested for the teacher to guide students in making their entries. (DCS)

Graphic organizer research was surveyed in a quantitative and qualitative meta-analysis. Effect size was used to quantify outcomes from several graphic organizer studies. Results are discussed. (DF)

Investigated the relationship between the practice of Zen meditation and a measure of self-actualization in experienced (N=36) and inexperienced (N=34) meditator groups. Analysis of data showed that a learning period (or selection period) exists for Zen meditation during which there is no increase in group self-actualization. (LLL)

Describes an activity designed to help students identify the main idea of a selection. (FL)

Text lookback training in reading instruction was studied using high school and middle school students. Students were assigned to either a training or control group, with training group students receiving instruction on the use of text lookbacks to answer questions. Results are discussed. (Author/DF)

This paper examines two methods to help teachers accomplish learning for all in the classroom: giving effective directions and peg memorization. The paper asserts that giving effective directions may be the most important skill that can be taught to aspiring teachers, and when teachers give effective directions, they give all students a greater…

Are certain basic (manipulating and other) skills still necessary in math teaching? This paper provides examples to demonstrate that modern computers and hand-held technologies can be used to encourage students of all levels to practice those skills. The examples have proven to be successful in classrooms, and there are many other possibilities to…

This paper proposes that there are some students who understand mathematics but just can't remember the rules to use it, and others who have accurate rote memory but can't apply the facts they know or do not understand the concepts behind them. The guided discovery approach to teaching mathematics is introduced. This approach promotes a system of…

Every year, students encounter the same topics. While they may successfully learn the topics each year, there is not enough attention to the process of learning how to learn. Without knowing how to learn, students will find it difficult to transfer what they have learned to new but similar learning tasks. This fastback identifies the areas that…

This chapter describes classroom assessment for learning, providing a concrete example and contrasting it with assessment of learning; reviews research demonstrating how enhancing educators' skills in the area of classroom assessment for learning improves student learning; describes what educators need to know and be able to do in order to…

This book is designed to help the student learn how to study effectively. The focus is on finding one's own learning style and working with it to improve studying and learning. The following chapters are included: (1) "Getting Started"; (2) "Discovering How You Learn"; (3) "Looking and Listening"; (4) "Making Images, Making Order, Making Sense";…

Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In both experiments, a keyword contextual method proved effective for enhancing children's acquisition of new vocabulary words. (Author/BW)

A learning strategies program emphasizing primary (text-oriented) and support (affective) strategies was evaluated. Strategy training significantly improved performance on both text-processing and self-report measures. The primary-support group scored higher on the text-processing measures; the support-primary group reported more positive…

Using a learning strategies approach, the article outlines specific procedures to promote acquisition and generalization of learning strategies in LD adolescents. First, students are taught a specific strategy in isolation before being asked to apply it to controlled materials and later, to transfer the strategy to regular class content. (Author)