A limited study contrasting the effects of four methods of spelling instruction: word list, programed materials, class discussion, and tachistoscope. (RD)

Includes a descriptive list of recommended, readily-available simulation games for classroom use, including publishers' addresses; appears as Part I of a two-part supplement on simulation games. (Editor/RD)

Medical schools need to stress programs specifically concerned with interesting physicians involved in new plans for the health services. (IR)

Briefly reviews psycholinguistic research, describes six categories of utterance, and reports on research into the relationship between level of thought and length of speech. Results indicate that both teachers and students take successively longer to express higher-cognitive types of utterances. (EAO)

Discusses using inkblots, illustrations, and ads at all levels of second language instruction for teaching vocabulary, interpretation and discussion techniques, selected grammar points, and, by means of a taped interview of a native speaker's reaction to the visual material, listening comprehension. (EKN)

Classroom discussion can be valuable in college math and can be enhanced by: adding time in the agenda by not repeating textbook material; welcoming classroom participation; using assignments and exams for in-class interaction; and integrating material from different parts of the course, or different courses, into classroom discussion. (MSE)

Discusses the need to make sure that developments in methodology and materials are in tune with the perceived learning attitudes of the learners; otherwise, the effectiveness of the materials is likely to be greatly reduced. (EKN)

Analysis of teacher-student exchanges in high school discussion classes revealed that only half of all students' responses exhibited the same cognitive level as the teacher's intervention. The findings are compared to previous studies which together offer little support for the notion of cognitive correspondence between question and answer.…

The instructional designer in language instruction can choose a central function (e.g., describing) and build a teaching unit around it. The process involves choosing a situation that best displays the core function, determining possible secondary functions, discussing the personalities involved, and determining the formality or familiarity of the…

Describes how the faculty in the geography department at University College London used group analysis to improve discussion about their teaching objectives in an effort to change their undergraduate teaching program. (RM)