Provides a comprehensive view of active learning based on the premise that learning to do a task via instruction is a cumulative process. Five lesson elements are discussed, around which trainee activities may be designed: motivation, orientation, information, application, and evaluation. (Author/JKP)

Describes a project for fifth-grade students that integrates a computer-based project into the regular curriculum--in this case, using a hypermedia program called "Hyperstudio" with an integrated student research project on constellations. (SR)

An integrative study of the parallel histories of art and science was used to enable students to understand the effects that changing definitions have on the expression of science and art. Examines the following periods in history: (1) Pre-Renaissance; (2) Renaissance; and (3) Modern Art and Science. (ZWH)

Presents responses of 16 prominent people in the field of reading/language arts to a question concerning what single most important thing the profession knows in the 1990s that it did not know in the 1960s. Notes common themes of the influence of writing, use of good literature, and integration of language arts. (RS)

Describes how curriculum is integrated in powerful ways in a unique classroom where students stay together for two years and the community routinely becomes a part of learning. (SR)

Provides an account of the importance of story poems in the English classroom. Describes how one teacher wove the teaching of poems, stories, and writing into a single coherent unit of study. Argues that bringing these diverse materials together is a useful method of literary study. (HB)

Describes a mathematics-literacy project that came out of the Literacy Reform Institute: Teachers Training Teachers. Presents activities, assessment techniques, and reflections from the project. (ASK)

Proposes a continuum model of integration as a useful tool for curriculum developers as they create new integrated mathematics and science curricula or adapt commercially prepared materials. Provides several examples to illustrate the utility of the continuum model for analyzing integrated curricula. (Author/ASK)

Argues that science and technology studies should strive to change society by contributing to the design of learning environments that form future generations of producers and consumers of scientific and technological knowledge. Illustrates how research findings from science and technology studies were used to design alternative learning…

Describes a mathematics lesson that was presented to students in a course entitled "Art and Nature". Focuses on proportion and similarity and how those concepts are used by artists. (ASK)

Notes Rei Noguchi's recommendation of integrating grammar instruction with writing instruction and teaching only the most vital terms and the most frequently made errors. Presents a project that provides a review of the grammar lessons, applies many grammar rules specifically to the students' writing, and teaches students the effective use of the…

Electronic learning involves a holistic approach independent of courses, technologies, or infrastructures. The approach includes integrated learning paths that vary according to student, content, level of competence, and preferences. (SK)

Describes an activity in which students explore how animals hide in nature by using protective coloring and camouflage. Integrates science, math, language arts, art, and physical movement. (SAH)

Presents environmental education activities for grades K-2, 3-5, 6-8, and 9-12 that integrate the concepts of animals into science, social studies, mathematics, language arts, and fine arts. Activities are divided by class level and subject matter to help integrate them into the curriculum. (MDH)

Introduces a unit on recycling, renewing, and reusing which integrates science and art and helps students understand changes in their environments. (Contains 18 resources.) (ASK)