Review of problem-based learning (PBL) finds that innovation is comprised of four elements: an ill-structured problem, substantive content, student apprenticeship, and self-directed learning. Research evidence suggests that PBL is better than traditional instruction on long-term information retention, conceptual understanding, and self-directed…

The author reviews approaches involved with acceleration for gifted students: process learning (training students to think in creative ways); individualized education (including approaches that encourage students' participation in determining content and rate); and curriculum, program, and special projects. (CL)

This discussion of problem-based learning (PBL) first describes well-structured and ill-structured problems and then offers a systematic process for finding potential PBL topics. The process involves constructing brainstorming maps to explore potential PBL units and then designing the student's role, the situation the student meets at the unit's…

The article examines assumptions associated with prereferral interventions of consultation and informal problem-solving teams with at-risk students. Critical analyses of the benefits and limitations of both the consultation and informal problem-solving team approaches are offered, and alternative conceptions of prereferral practices are then…

Teacher work groups can be effective mechanisms to support teachers' collaborative efforts to incorporate innovative practices for students with severe disabilities. Three key rules are presented: be positive, be fair, and keep the point in focus. Guidelines for implementing those rules and for dealing with logistical problems are offered. (JDD)

Discusses the tutorial process in problem-based learning (PBL) and how it can be used to cultivate higher order thinking skills. Considers the role of the problem, collaboration among peers, the facilitator role, and the importance of student reflection. PBL principles are applied to instruction of gifted students. (DB)

This article describes the use of problem-based learning (PBL) with gifted students, in which the focus of the curriculum is "ill-structured" problems. Particular advantages of PBL with these students include effectiveness in teaching the art of problem finding and solving, active learning, higher order thinking skills, and using interdisciplinary…

Analyzes the use of problem-based learning as a catalyst for developing and implementing curriculum for gifted students that is both challenging and constructivist in approach. It relates metacognition to problem-based learning and describes inservice programs developed for teachers and administrators at the College of William and Mary (Virginia).…

This article suggests that acceleration and enrichment programing for gifted and talented students have differing approaches to problem solving (well-structured problems in acceleration and ill-structured problems in enrichment). To prevent learning mutually exclusive problem-solving strategies, an integrated approach is advocated. (DB)

In this article, the author describes a model for environmental education curriculum development in the public schools based on a decision-making approach. Included in the curriculum content are problems concerning the methods of science, technology, and morality, all being considered as an integral part of environmental education. (MA)

Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. This article examines issues in cognitive science and describes a model of cognitive apprenticeship for providing academic instruction to students with special learning needs. (Author/DB)

The paper explains why outdoor adventure education programs have been successful in enhancing the self-esteem of special needs students. Such an approach features physically or psychologically demanding outdoor pursuits to provide meaningful challenges through self-discovery and personal growth. Ways in which the program fosters five prerequisites…

The study investigated the use of case-based pedagogy to develop critical reflection in prospective teachers. Analysis of students written analyses of dilemma-based cases found patterns showing evidence of students open-mindedness, sense of professional responsibility, and wholeheartedness in approach to teaching. (DB)

The paper describes an innovative treatment approach to severe learning disabilities in use in St. Gallen, Switzerland. The multisensory approach is based on the assumption that learning disabled children have perceptual cognitive deficits. Reality based problem-solvng events connected with tactile-kinesthetic input become the primary foci of…

This article reviews six models of literacy strategy instruction in special and remedial education and reports on a study which manipulated teacher and student control of activity, as well as the instructional context, in examining the implementation and outcomes of three models: direct instruction; reciprocal teaching; and collaborative problem…