Describes a teaching technique in which students in a United States history class created rebuses describing significant historical events. A rebus is a riddle in which words or syllables are represented by pictures of objects whose names resemble the intended words. (AV)

Describes a self-instructional photo-study learning center on comprehension skills for remedial readers. (MKM)

To develop listening skills for all types of music, teachers may want to try some of these imaginative teaching techniques. Describes some unconventional ear-training exercises, vocal exercises to encourage students to "paint with their voices", and "rebound" exercises to explore spontaneous relationships between sound and movement. (Editor/RK)

Suggests that creative drama, including story dramatization, must include components such as rhythmic movement, pantomime, story improvisation, minimal situations, and teaching-in-role in order to produce educational benefits from a cohesive learning sequence. (MH)

Provides some suggestions for elementary teachers to clip, use, and save. (Editor/RK)

The article offers sample exercises which use dictation for the improvement of pronunciation, number recognition, grammar, vocabulary, and comprehension. Suggestions for giving the dictation and for correcting dictation scripts are also made. (DB)

Suggests learning activities for teaching elementary school students about the family. Activities include drawing pictures, role playing, interviewing older family members and relatives, and making charts of positive and negative aspects of family life. (Author/DB)

Presents four teaching activities (suitable for high school students) which focus on: use of LOGO paddles; a database of student interests (to use in career-oriented units/projects); probability related to two or more students having the same birthday; and reading of print statements on the monitor. (JN)

Among 26 techniques presented to assist elementary school students in four major areas of reading comprehension (literal, inferential, critical, and creative) are: visualization of a story's mood and setting; research and discussion about a story's author; and reflection on the significance of a historical story. (CB)

Presents a rationale for viewing theatre as a form of education, and looks at several different ideas for why and how drama should be taught; considers what types of skills children should acquire from a theatre class, and whether drama should focus on the internal, subjective experience of theatre, or the external mechanics of it. (JC)

Elementary school students are often exposed to computer usage before they have been taught correct typing techniques. Sample exercises to teach touch-typing to young children are provided on a reproducible page. (JL)

Proposes several guidelines for the communicative exploitation of translation with advanced foreign language learners at the tertiary level and suggests that the communicative basis for the use of translation as a language teaching technique is derived from the communicative nature of translation as a professional activity. (Author/CB)

Outlines a history of psychology course in which research design and methodology are introduced in a historical context. Describes course texts and experimental projects in which students ask research questions that are appropriate to a particular historical figure or theorist. Discusses advantages and disadvantages of teaching the course in this…

Describes five learning activities for practice of number facts which will aid problems with computation in arithmetic instruction. Stresses importance of elementary students' ability to add, subtract, multiply, and divide, rather than rely on calculators and computers, for higher levels of math. (DST)

Argues that Euclidean geometry should assume the central role it once had in mathematics education, describing a teaching method that uses slides made with superimposed overhead projector transparencies. The method (constituting a game of clues and hints) assumes students understand deduction and the roles of postulates, theorems, and proofs. (JN)