Describes and illustrates wonders of the winter world encountered during a nature walk on cross-country skis through snow crystal examination, springtail observation, tree study, bird and plant identification, and animal track sighting. (NEC)

A journal prepared by an astronomer describes the lunar and planetary sky formations that will be visible each month of 1982. (CM)

An educational model to realize the goal of dynamic intellectualism is presented. The model consists of a framework of integrative and subject-specific objectives, and a series of learning activities in the twin domains of theory and practice with which to meet the objectives. (SK)

Describes the development of a project to disseminate information about and provide hands-on experience with personal computers through classes and workshops for both adults and children at the Menlo Park Public Library. Funding and implementation are discussed, as well as how such projects can be started by other libraries. (BK)

Initiative activities are fabricated problems that require the mental and physical cooperation of a group of 8 to 15 people. A typical activity is the electric fence, in which students are instructed to get everyone over a chest-high barrier without touching it or reaching through it. (Author/IRT)

Outlines method to organize introductory psychology courses by using four learning components: experience, discussion of the experience, reading related literature, and integrating the theoretical and experiential aspects of the learned materials. Describes the use of dramatic incidents in the classroom. (Author/KC)

Provides brief examples of community studies as a way of involving students in the community's resources that can motivate their learning. Also discusses some implications for staff development. (IRT)

Emphasizing an holistic approach to learning and life ("put a book in your backpack"), this speech advocates Douglas Heath's maxim 'We hobble a gifted youth if his talent is not yoked to passion; we drown the passionate youth if his emotionality is not disciplined by intellectual skills.' (JC)

A discussion of the teacher's responsibility to strengthen the "inner-connectedness of experience." (BF)

Facilitators of experiential learning join together with clients to create and edit clients'"stories" of their experiences in ways that are relevant to clients' issues. Facilitators must accurately assess client needs to enhance the quality of the learning experience, indicate directions and sources for functional change, and create…

Discusses facilitation of deep reflection on personal meaning as a critical educational practice in experiential learning settings. Describes the "perspective interview," a semiformal one-to-one conversation in which the leader or facilitator proceeds through a series of questions designed to uncover the respondent's beliefs, values,…

Offers suggestions for integrating robots into existing curriculum or creating after-school programs to help students gain content knowledge and hands-on experience. Lists robotics websites. (JOW)

Modular laboratories provide technology education students with valuable experiences, but they are not the total solution. Technology education can aid problem solving, technological literacy, and school-wide curriculum integration, but not within the limits of the modular environment. (JOW)

Describes a sledding project for kindergarten students that engages them in designing, building, and testing miniature sleds. Uses a computer program to create blueprints and uses tools at a construction center in the classroom to build the sleds. Completed sleds were described by groups to the full class, then tested. Identifies connections…

Based on classic and emerging international literature, action learning is defined as learning form concrete experience and critical reflection on experience, focused on problem solving and change. Facilitators of action learning do not impose solutions but guide action learning teams through the process. (Contains 44 references.) (SK)