The purpose of this project is to present the results of the authors efforts to analyze classroom discourse into strategies. The source of data used in this investigation is the same as that which was used in the previous study of the logic of instruction. It consists of recorded classroom discourse at the high school level including grades nine…

Examines the traditional and prevailing view that teacher questions are effective stimulants to student thought. Through an examination of research, practice, and theory related to question use, the author develops a counterargument that questions inhibit thought and discussion, or at least do not stimulate student participation. (RH)

Proposes that a systematic program of summary writing may be particularly effective tool for helping students overcome egocentrism by requiring them to focus objectively on someone else's ideas. Describes a program of summary assignments that foster dialectic thinking. (HTH)

A framework developed to describe effective vocabulary instruction suggests that teaching methods can be described by the types of information they provide and the types of processing they require. (FL)

Computer logic is advised for teaching learning disabled children because the computer reduces complicated problems to series of subproblems, then combines solutions of subproblems to solve the initial problem. Seven examples for using the technique are given, including solving verbal math problems. Encourages teachers to learn computer…

A short vignette illustrates how one teacher, in her attempt to utilize the inductive method, makes things seem not as they really are to a student. (JB)

Today's society, schools, and youth can no longer afford an educational system which continues to report that the questions it uses demand little more than recall of past knowledge by its students. (Author)

Article suggests methods and high school programs that may be provided to teachers and administrators in developing student thinking processes. (Author/MM)

Article discusses ways to promote reflective thinking rather than continue to teach people what to think. (Author/MM)

A resource teacher of learning disabled adolescents describes a cognitive strategies approach designed to allow students to generalize skills to other tasks. This approach focuses on such skills as gaining information from texts, performing more accurately on tests, and presenting written work attractively and cogently. (CL)

Presents 10 guidelines that staff developers can utilize when assisting teachers in teaching thinking skills to students. Provides guidelines for both practical and theoretical guidance for developing workshop materials, conducting training sessions, and conducting follow-up activities. (AH)

Reviews materials that teachers and students can use to help build knowledge of topics and word meanings that are essential to reading comprehension. (FL)

The author offers an instructional model to enhance the chances that incubation will occur in creative problem solving. Note: For related information, see EC 120 232-238. (CL)

Advocates communicating the conventional wisdom about teaching to researchers so we can reduce the amount of trivial research that is conducted. (HOD)