College students should become more actively involved in classroom discussions. The responsibility for learning rests with students and not with instructors. (CK)

After suggesting that instructional strategists should concern themselves with the problems of maximizing positive transfer, of representing language in all its modes, and of stressing the purposive character of language behavior, this article presents a schema for teaching a point of language structure which takes these factors into account. (FB)

What is meant by meaningful instruction is discussed in terms of interest and relevance, pseudo-real problems, unconscious reinforcement, stories for symbols, and mathematical mirrors. That mathematics must be talked about with and by children is emphasized. (MNS)

Four instructional designs to teach pelvic examinations to second-year medical students were compared: traditional sequence, and practice in premotor, postmotor, and combined premotor and postmotor skill development. Mental practice produced better performance on the abilities to list the examination sequence and record findings. (Author/MSE)

Dental instructors are encouraged to use questioning techniques more frequently in clinical and preclinical courses, to stimulate independent thinking. The characteristics of questioning, types of questions, reluctance to use the techniques, strategies with various student types, and strategies for awkward situations are discussed. (MSE)

Describes an instructional procedure based on the findings of schema research and illustrating the truth that the more students know about a subject, the better they can comprehend what they read about that subject. (FL)

Enumerates six arguments against teaching developmental students thinking skills. Counterposes such arguments as "It takes too much time" and "Basic skills should take priority over thinking skills" with 12 attributes which, if developed, enhance students' ability to learn, choose, and act effectively, e.g., seeing relationships and analyzing…

Contends that cognitive skills can and should be taught. Cites supportive studies. Describes two of the four clinical modules forming Rockland Community College's developmental sequence. Examines objectives of the Effective Listening and Logic and Reasoning modules and procedures used in the courses. Looks at student resistance to cognitive skills…

Shows how a scale of questions can be used to develop and assess children's ability to comprehend information presented through different modalities and media. The scale's five levels, which indicate increasing difficulty in comprehension, are association, classification, seriation, integration, and extension. (Author/DB)

The roles and uses of symbols in mathematical thinking are discussed. The thinking process is further subdivided into specialization, generalization, and reasoning. (MP)

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)