Teachers can give children a learning experience by (1) providing a concept; (2) selecting an activity; (3) generating a learning task; (4) formulating a cognitive challenge; (5) creating small groups; (6) debriefing the meanings learned; and (7) using the feedback to modify the original idea. (DG)

Suggests not a unit or single project but an approach that weaves folklore into an existing curriculum. Presents ideas included at appropriate points in an eleventh grade American literature course to enrich student experiences through activities that tap into students' family experiences. (RS)

Presents ways of elaborating statistical concepts so as to make course material more meaningful for students. Describes examples using exclamations, circus and cartoon characters, and falling leaves to illustrate variability, null hypothesis testing, and confidence interval. Concludes that the exercises increase student comprehension of the text…

A model of technology education should provide a framework allowing immersion into actual technological practice. The article presents a model that challenges students to apply human direction to identify problems or opportunities, select appropriate resources, and employ technological processes to produce assessable outcomes. A model laboratory…

Discusses two interactive techniques for reducing student anxiety and increasing understanding of statistical concepts. Explains that in one method the students are the data when the class members complete one of two versions of an exercise. Describes the second method as one where students create the statistical application and data. (DK)

Discusses the problems of waste disposal, recycling, and resource recovery. Includes information on the social and cultural impact, the three classes of resource recovery (reuse, direct recycling, and indirect recycling), and specific products (paper, glass, plastics, metals, and so on). Includes a student quiz and possible outcomes. (JOW)

Argues that archetypal criticism is a useful way of examining universal, historical, and cross-cultural symbols in classrooms. Identifies essential features of an archetype; outlines operational and critical procedures; illustrates archetypal criticism as applied to the cross as a symbol; and provides a synoptic placement for archetypal criticism…

Caregivers can help children develop math skills by encouraging children's curiosity, providing an environment for exploration, engaging children in problem solving, and stimulating math-related discussions. Skills that support children's understanding of math include recognizing patterns; comparing and ordering; building spatial relationships;…

Describes how to use the "Nate the Great" book series by Marjorie Weinman Sharmat to help elementary school students learn the Big6 problem-solving process. As the plot develops, teachers can help students draw parallels between the actions of the young detective and the six steps of the process. (LRW)

Describes four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion about gastrointestinal physiology: crossword puzzles, hidden messages, word scrambles, and word searches. (Author/WRM)

The red-blue exercise (a variation of "prisoner's dilemma") is poorly suited for its intended goal of developing skills in conflict management, negotiation, and group dynamics. However, it may be used as an educational tool that illustrates complex systems in action. (SK)

In a 7-week project, teams of elementary students designed and made a coal cart. The project demonstrated that practical design and technology problems are best broken into manageable subtasks. Doing so enhances understanding of conceptual and procedural knowledge. It also showed how children can be moved toward more expert levels of performance.…

Describes a dart-making project that is used as a comprehensive introduction to machining in beginning metals and technology classes. It helps the students bridge the gap between theory and practice by integrating science and technology. (JOW)

The National Standards for Business Education include nine areas relating to international business: awareness, communication, environmental factors, ethics, finance, management, marketing, import/export, and organizational structure of international business. (SK)

Discusses basic facts about the brain and new research findings concerning growth and development that may help reconsider how information literacy skills are taught. Explains Kovalik's Integrated Thematic Instruction Model that recommends taking into account brain research and tying into relevant activities for the entire school year. (LRW)