The Future Problem Solving Program has a noncompetitive Primary Division that challenges gifted children in grades K-4 to think creatively about society issues, develop research skills, interact as a team, develop oral and written communication skills, become interested in the future, think critically, and solve problems. (JDD)

Although technology eliminates jobs, it can save and create jobs as well. Technological change also affects the level of skills required of the labor force. Postsecondary institutions need to ensure that the highly educated, highly skilled, adaptable, and creative labor force demanded by employers is available. (JOW)

This author proposes supplemental instruction as a valid practice in any course, for any students, because each course has its idiosyncracies that are best addressed by the instructor. Particular skills to focus supplemental instruction sessions on include text-reading, note-taking, studying, and examination-taking skills. (Author/MLW)

A seminar designed to teach the principles of psychiatric history-taking, diagnosis, and management to first-year residents was found to be an effective format. Further research into the effectiveness of current educational models is recommended. (Author/MSE)

A clinical law simulation exercise based on students testimony about events in their own lives was designed to train students as effective trial lawyers through direct and cross-examination, sensitization to the roles of other courtroom players, and consideration of social and ethical consequences of our trial methods. (MSE)

Discusses training for online searching and describes how librarians can use evaluation-based methods to teach end users how to produce quality search results. Topics discussed include teaching end users to ask appropriate questions, teaching needed analytical and technical skills, and teaching the use of a simplified search model. (17 references)…

It is argued that self-assessment skills, used for planning and monitoring achievement, must be taught to college students. One method, use of a personal diary of progress, is described and illustrated. An alternative or complementary procedure for teaching self-assessment skills, which can be used with large groups, is also outlined. (MSE)

Speech language pathologists providing collaborative-consultative services are urged to utilize a student skills framework, such as that of the MEGASKILLS approach, which focuses on developing students' confidence, motivation, effort, responsibility, initiative, perseverance, caring, teamwork, problem solving, and common sense. (DB)

Contends that students who have been referred by teachers for behavioral problems, lack of social skills, or poor academic performance should be interviewed by school counselors and invited to join new group being formed to develop and practice friendship skills. Discusses how to organize such a group, and presents 15 group steps. (NB)

Explains that although society views gifted students as not in need of special assistance, these students do experience difficulties, many of them become droputs, and require extra help. Offers 10 broad proposals, such as placing more emphasis on talent development, for reaching out to at-risk talented students. (MKA)

Reports on a two-year project in a biology course for nonmajors in which lectures were replaced with guided learning activities and weekly exams designed to help students gain the confidence to be independent learners, especially in science, assume responsibility for their own learning, improve study skills, and make more effective use of class…

Discusses how to extract relevant information as part of the Big6 process of teaching information problem-solving. Highlights include extracting information from print sources compared to computer-based information resources; identifying relevant information; and extracting information from other multimedia sources such as interviews, audio…

Studies student response to a developmental reading strategies course, in which students learned specific reading and study strategies with each chapter. Student questionnaires and follow-up phone calls indicated that students did use some of the strategies taught, but only the most basic. (AS)

A study compared the accuracy of experienced staff with a learning test in predicting the ability of 18 persons with mental retardation to learn 12 training tasks. Results found the Assessment of Basic Learning Abilities test was more accurate for predicting client performance than the assessments of experienced staff. (Author/CR)

Provides specific techniques and tools to help students improve their self-assessment skills based on the evaluation component of the Big6 information problem-solving process. Highlights include an "Ask & Answer" sheet, formative assessment, group participation assessment, and scoring guides. (LRW)