New instructional delivery systems are needed to individualize instruction, relieve the teacher's burden as sole information provider, and meet the challenge of student diversity. Microcomputers, optical memory devices, videodiscs, and hypermedia programs are being combined to create integrated learning systems, multimedia work stations, and other…

The article describes use of storytelling activities integrated with reading and writing instruction for gifted students. Values of the approach include the real-life focus (students interviewed community adults); open-endedness (independent work was encouraged); task commitment; and skill enhancement in research, organization, and writing. (DB)

Investigates the effectiveness of an integrated communication arts approach (emphasizing writing) on sixth graders' comprehension of a world history topic. Finds that students who completed writing tasks after brainstorming generated significantly higher quality ideas and improved their writing ability more than students who completed short-answer…

The successes and failures of a private school's three-year computer integration program for secondary students with learning disabilities are examined. Problems ranged from lack of direction, support, and leadership from the administration to the lack of funds for maintenance and development. (Author/JDD)

Explains methods for teaching geology in an enjoyable way through a multidisciplinary, multimodal approach which highlights applications and relevance in an integrated manner. States that it does not endanger formal course content. (RT)

Describes an integrated reading/language arts program designed to meet the needs of Chapter 1 sixth grade students. States that one of the basic tenets of the program is that children learn best by actively participating in language activities, not just reading about language skills. (RS)

Describes the use of computer networks and integrated learning systems (ILS) in education. File servers are explained; operating system software is discussed; hardware differences between local area networks (LANS) and integrated learning systems are described; criteria for purchasing ILS are presented; and initial costs are mentioned. (LRW)

Maintains that students need to be exposed to different forms of book construction to increase their awareness and conception of books as an art form. Outlines goals, instructional concepts, integrative aspects, and evaluation criteria to help students at all levels design their own books. (KM)

Described is an interdisciplinary unit on animal care for elementary school students. Included are research strategies; a semantic map; ideas for integrating reading, writing, and science; and a discussion of the benefits of using imagination in learning. (CW)

This paper describes comprehensive cooperative learning approaches for elementary-school reading, writing, and mathematics. Team-Assisted Individualization (TAI) and Cooperative Integrated Reading and Composition (CIRC) are used to implement principles of cooperative learning throughout schools, among teachers and administrators as well as…

Describes a lesson which integrates thinking, writing, and physics. Provides examples of student involvements, a list of typical topics, and additional notes to the teacher. (RT)

Relates several art activities that can be used as learning experiences to enhance the goals of the social studies and the arts. Stresses that art and architecture can be used to enrich the social studies program as they serve as evidence of the subject being discussed. Directions for two activities are included. (LS)

Describes a hands-on geography activity that is designed to teach longitude and latitude to fifth-grade students. Children create a scale model of the earth from a 300 gram weather balloon. This activity incorporates geography, mathematics, science, art, and homework. Provides information for obtaining materials. (KO)

Discusses the use of direct demonstration of the connections among the science process skills and the content areas of science. (MKR)

Uses theories of social cognition and verbal communication to analyze how an experienced fourth-grade teacher blends teaching skills in language arts and reading with hands-on science to stimulate classroom inquiry. Discusses implications for elementary science instruction. Contains 41 references. (Author/JRH)