To understand the achievement gaps that persist in our schools despite years of equity initiatives, we must look to the insidious legacy of segregated schools and the deliberate underdevelopment of diverse students' cognitive abilities. Uprooting this "cognitive redlining" requires we reimagine instruction for our most vulnerable…

The more you know about the brains of your students, the better you can be at your profession. Brain-based teaching gives you the tools to boost cognitive functioning, decrease discipline issues, increase graduation rates, and foster the joy of learning. This innovative, new edition of the bestselling "Brain-Based Learning" by Eric…

Shift to a new paradigm of classroom assessment that is more accurate, meaningful, and authentic. "The New Art and Science of Classroom Assessment" explores the inadequacies of traditional assessment methods and details how to use classroom assessment to its full potential. Step by step, the authors outline a clear path for transitioning…

Between the pressure to meet standards and the overwhelming number of different learning needs that students have, planning lessons has become more complex. Judith Storeygard provides proven approaches to understanding the behaviors of children with special needs and effectively teaching all students. Using research-based and field-tested…

Skills Approach leadership development suggests individuals can develop the skills, abilities, and behaviors needed to lead. However, it can be difficult to understand and apply these theoretical concepts. Movies provide a storytelling platform enabling learners to link theory to practice. This article uses "300" to explore skills-based…

Emphasizes that it is learning processes, rather than learning outcomes, which allow individuals to tackle new tasks, solve new problems, and learn new skills. Discusses the importance of metacognitive knowledge and skills in cognitive processing and life-long learning. (RAE)

Cognition is a general term describing the mental capacities of an animal, and often includes the ability to categorize, remember, and communicate about objects in the environment. Numerous regions of the telencephalon (cerebral cortex and limbic system) are responsible for these cognitive functions. Although many researchers have used traditional…

The purpose of this paper is to operationally define four components of a mental set and describe how students can be taught to be aware of and control their mental set. Parameters of mental set include affect, attitude, focus, and meaning. It is argued that many factors essential to the success of a given task are at least partially, and perhaps…

Deaf elementary and secondary students were found to be less skilled when reading stories in "elaboration" (i.e., drawing conclusions through interpretation of details), a process requiring higher-order thinking skills. An approach to teaching these skills is described that compares and contrasts a series of stories sharing a common theme. (VW)

States that comprehension of expository text and the ability to summarize are factors in students' success with such material. Describes a model that induces students to use existing schemata to create new and necessary expectations while providing a technique for explicitly teaching the components of effective summaries. (JK)

Describes an activity in which students observe a simple situation, explore conjectures, and generate conclusions from their exploration of the conjectures to develop the essential triangle-congruence theorems. Includes teacher's guide. (KHR)

The purposes of the lecture method in higher education are considered. The advocates of lecturing claim that this approach can be used to present knowledge to students, to foster intellectual skills, and to change students' attitudes and values. Research evidence suggests that: the lecture can be effective for expounding facts and principles,…

The matching model of education, in which instructional activities are matched to the conceptual level (abstract to concrete) of the students, is recommended for second language instruction. Suggestions are made for varying the amount of structure in communication-centered activities. (MSE)

A major undergraduate problem-solving exercise is described concerning a problem of foreign policy formation. The teaching strategy is outlined and important issues in the process are identified and discussed. Guidelines for improving the strategy and an outline plan for introductory sequences prior to the exercise are included. (Author/MLW)