Paper presented at the Deutschen Neuphilologentag on April 3, 1970 in Munster, West Germany. (RS)

Presents a description of an innovative approach for teaching the college business law course. Specific use was made of educational television and programed materials. (JS)

A detailed description of Project Insite, designed to provide an accelerated, enriched, and innovative teacher education Program. Appendixes give program outlines and materials used. (MBM)

Indicates types of decisions required for establishing a conceptual model for preschool programing and points out functions of articulated conceptual systems in program analysis. Issues concerning development are discussed, including assimilation/accommodation, the child and the environment, and change in behavior patterns. General principles,…

Describes an attempt to supplement an advertising curriculum with two marketing and media software suppliers. (HOD)

Argues that sequencing is the hidden agenda in many content area classrooms. Suggests that, if students are to improve their sequencing ability, teachers must become aware of the hidden, sequencing requirements in their curricula. Describes exercises for helping students become better sequencers. (FL)

Presents the information needed to play The Production Factor Game, and provides examples of the playing materials. This business game simulates the interaction of the three primary production factors (work, land, and capital) and is suitable for use in economics or social science classes in high schools and colleges. (JJD)

The "Moore Method" of teaching students through having them do proofs is described, and problems in its use are noted. A presentation of a Modified Moore Method is promoted that has worked well with undergraduates. It is felt that the principles applied can be translated to other subject areas. (MP)

Describes an English class designed to help high school seniors learn more about reading and to provide them with a knowledge of children's literature so that they can someday lead their children to literacy. (AEA)

Alternative techniques are suggested to some of the conventional approaches to teaching problem solving. Three general, conventional approaches are noted, and the nature and use of visual thinking is detailed as the fourth alternative. Examples of lessons with fifth graders using the fourth approach are provided to promote this method. (MP)