Intended to assist teachers in evaluation of specific learning strategies for learning disabled students, the article summarizes 14 metacognitive strategies (sets of steps used by the student to talk his or her way through a problem) based on principles of rehearsal, transformation, organization, mnemonics, monitoring, motivation, and…

Research based instructional procedures to facilitate generalization of learning strategies by remedial students are offered at four levels of generalization: antecedent, concurrent, subsequent, and independent. Within each level, specific procedures mediated by the special teacher, the regular teacher, peer, and/or student are illustrated.…

Describes Noel Entwhistle's book "Styles of Learning and Teaching," detailing how it can be used to help students learn and store knowledge. Also describes a course on the theory and practice of cognitive processes taught at Carnegie Mellon University. (DH)

The whole clock method of time instruction is useful for children with mild to severe developmental disabilities. It presents time telling in a sequential manner that helps students generalize about and see the continuity of time. They learn to tell hours, then each five-minute interval sequentially around the clock face. (VW)

A program designed to teach cognitive strategies through logical problem-solving and developed for elementary learning disabled students is presented. For each problem set, the instructional procedure involves a discovery activity, discussion, conclusion, follow-up activities, and integration. Five samples of the program's problem sets (e.g.,…

Describes a physics experiment which demonstrates the pitfalls of assuming that a model which represents an ideal system is applicable to a real experiment. Explains how the failure may give greater understanding of the problem and may lead to improvements in the model. (ML)

Contends that measurement-driven instruction (MDI) has numerous interrelated and pernicious effects on curriculum, instruction, and learning. Shows that MDI fragments, narrows, deflects, and trivializes the learning experience and furthers the teacher-dominated classroom. Successful response to a set of questions does not equal understanding.…

Counters Gerald Bracey's rejection of measurement-driven instruction (MDI), especially the latter's "cursed trinity": fragmentation, deflection, and trivialization. Points to eminently successful modes of MDI and urges educators to emulate them. (MLH)

Offers the final word on the measurement-driven instruction (MDI) debate in this "Kappan" issue. Claims that Popham's article is internally inconsistent and provides no examples of well-constructed, instructionally illuminative tests. Also lacking are teacher testimonials and evidence that MDI programs are cost-effective or oriented…

Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

The Math Lab is a creative approach to teaching math concepts. Students are introduced to skills through several conceptual levels. Concrete level activities are followed by semiconcrete, semiabstract, and abstract levels of instruction. Examples of teaching methods for each level are offered. (DF)

This book offers teachers a toolbox for discovering the innate strengths and talents and the unique learning styles of each student. Drawing from Howard Gardner's work on multiple intelligences, the book offers more than a dozen activities specifically tailored to each of the eight multiple intelligences: verbal/linguistic, mathematical/logical,…

Whatever grade level, content, or texts that educators teach, their ultimate goal is to develop their students' understanding of what they read. The 29 articles in this anthology were published in "The Reading Teacher" from 1993 to 1999 and offer ideas to help students comprehend different types of texts and literacies, from technology…

Research has informed educators about the value of preparing students for reading in the content areas, but how do teachers begin the complicated task of planning effective prereading activities that maximize their students' learning? This book provides practical activities that promote the learning of adolescents in their daily work in content…