Language teachers are encouraged to find innovative ways to teach vocabulary, particularly illustrating the relationships between words and spatial and temporal relationships in meaning. The concept of the teachable moment is also discussed briefly. (MSE)

It is argued that college students can learn to improve their writing by being taught a number of basic strategies. A distinction is made between weak and strong strategies, and a number of each are identified and discussed. Classroom instructional procedures supporting improvement of skills are outlined. (Author/MSE)

Describes how learning of important strategies in reading and writing is fostered by organizing instruction so that students benefit from both teacher-led and student-led instruction. Discusses text choices, integrating reading and writing with strategy instruction, the teacher-led shared-text pattern, and the student-selected singular text…

Investigates the cognitive functions of college students' use of underlining as a learning strategy. Finds that underlining does not serve an encoding or review function and may be counterproductive for inferential recall. (PRA)

Some preliminary observations relating to problems of the semiotic mediation of reality through linguistic tools are presented and discussed in light of the experiences of 12- to 13-year-old Swedish students interpreting a table of postage rates. Learning to use such a tool is a genuinely social phenomenon. (SLD)

Asserts that small group collaborative writing exercises that produce overhead transparencies for large class critique can be an effective method for teaching letter and memorandum construction. Offers a five-step process for encouraging individual and collaborative writing skills. (PRA)

This study investigated the tendency of deaf children (ages 6-13) not to spontaneously use active memory strategies such as rehearsal. Comparison of 38 deaf and 39 hearing students found that deaf students compensated for less effective rehearsal strategies by capitalizing on unique spatial features of the task. (Author/DB)

Reviews past research that examined which variables might affect learning from feedback and identifies areas that need further research. Topics discussed include feedback as reinforcement; modeling of the feedback cycle; response certitude; feedback elaboration; error analyses; and feedback and higher-level tasks. (65 references) (LRW)

Argues that language learning is a very useful metaphor for exploring new dimensions of teacher development. The notion is that, when the processes of language acquisition and the context in which it occurs are examined closely, important lessons can be learned for creating a more effective culture for the professional growth of teachers. (GLR)

The summary of a Higher Education Research and Development Society of Australasia conference identifies significant themes in the presentations concerning theories of learning, and comments on them. It is noted that, despite the diversity of presentations, important areas of agreement emerged. (MSE)

Discussion of three basic goals of education--retention, understanding, and active use of knowledge and skills--focuses on information processing technologies and educational practices surrounding the idea of constructivism. Highlights include the five facets of a learning environment and the relationship of constructivism and technology,…

A discussion of the Total Physical Response method of second language instruction places the concept within the context of other unconventional language learning methods, reviews the rationale behind the approach, and outlines the classroom procedures used. A sampling of useful commands for classroom use is included. (19 references) (MSE)

Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)

Research on student learning was synthesized to establish the association between context-dependent study "orchestrations" and learning outcome, and between "deep" perceptions of learning context and learning outcome. It was concluded that academic success is associated with well-defined meaning orchestration and a holistic perception of learning…

Discusses limitations of current instructional design theory and suggests new approaches that should be emphasized. Constructivist theories of learning in cognitive psychology are described, research into student learning is reviewed, and the systems approach is discussed in conjunction with the use of objectives. (47 references) (LRW)