Presents outline for introductory course designed to allow student exploration of outdoor opportunities and instill interest and basic knowledge. Includes nature trail development, edible wild plants, Adirondack/St. Lawrence geology, mountain climbing, fall camping, snowshoeing, cross-country skiing, winter camping, ice fishing, knots,…

Describes and illustrates how to build nest boxes to provide city homes for screech owls to reestablish a healthy ecological balance. Outlines how to conduct a pellet analysis of an owl's diet and how to study screech owl territoriality. (NEC)

Presents useful ideas for activities that get students involved, upon arrival abroad, in using their foreign language and in relating to their new cultural environment. A "linguistic scavenger hunt" in Paris, France, helps students gain the confidence they need to maximally benefit from their experience abroad. (Author/DJD)

Discussion of intelligent tutoring systems highlights various instructional models which emphasize experiential interactions. Topics discussed include computer assisted instruction; instructional strategies; the TICCIT system; branching; the Socratic method; definitions of tutoring and instruction; students' interactions with the computer; advisor…

Examines attitudes of 184 outdoor leaders toward certification and course content of their preparation programs. Indicates small majority supports development of certification curriculum and credential and desires course content emphasizing leadership training. (NEC)

Discusses how a pre/post adventure evaluation form, developed together by participants and instructors, can become a self-fulfilling prophecy. (NEC)

Describes an extra credit project which required students in child psychology courses to work with preschoolers and keep a journal which integrated lecture and text material with the practical experience. Discusses requirements and evaluation procedures, concluding that students, instructors, and the community benefited from the educational…

A summer school program in Britain which emphasizes social skill training for primary school pupils with social and behavioral difficulties is described. The program involved direct behavioral training, encouragement of problem solving skills, indirect learning through games, and experiential learning.(DB)

Criticizes the overwhelming emphasis placed on printed material in school learning. Shows how a variety of physical and visual stimuli can provide as much or more information than written statements. Includes examples based on two historical photographs and a modern plastic food container. (GEA)

The experiential learning model of Kolb provides a framework for examining the selection of a broader range of classroom activities than is in current use. Experiential learning cycle, experiential learning as instructional design, and student as actor versus student as receiver are discussed. (MLW)

An elementary school mathematics program can be structured to allow students to practice computational skills and also become familiar with concepts that need to be mastered in algebra. The activities described begin with students' life experiences, continue through concrete and pictorial experiences, and conclude with abstract activities and…

The authors explore the difficulties relating to the human relationship between the supervisor and the supervised in action learning projects for managers. They provide a framework for supervisory relationships. (CH)

The article presents four guidelines for developing favorable classroom language learning environments for learning disabled students including a physical setting which promotes talk; opportunities to interact and use language; opportunities to use language for a variety of purposes and audience; and a responsive teacher who encourages continued…

Discusses teaching vocabulary when students do not know the words nor the concepts they represent. (SRT)

Women bring distinct needs to adventure experiences and a unique perspective that would be beneficial if incorporated in all facets of outdoor experiential education. By labeling myths that impede our realization of gender differences, we begin to ensure that outdoor adventure will be a positive, holistic experience for women. (JHZ)