Learners must acquire a general strategic orientation in their problem solving, to determine what counts as relevant information in problematic situations. A dynamic systems approach is called for in determining whether general or context-specific instructions are needed to promote transfer of relevant information to novel conditions. (Author/JDD)

Characteristics of attention-deficit-disorder students include inability to concentrate, messy or incomplete work, difficulty following directions, failure to follow game rules, poor peer relations, and low self-esteem. Teachers should use visuals, provide "wait time" between changes in activities, give short, well-structured homework assignments,…

Examines the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. Describes the questions designed to selectively focus students' attention on specific columns in a modified science chart, with the goal of improving student achievement on a test measuring learning of content contained in…

Research with 1,266 Australian secondary school students supports 2 propositions critical to the motive-strategy congruence model of J. B. Biggs (1985). Students tend to use learning strategies congruent with motivation for learning, and congruent motive-strategy combinations are associated with higher average school grades. (SLD)

Discusses the advantages of and strategies in having students create analogies to facilitate learning biology. Presents a vocabulary worksheet to facilitate analogy creation and describes its use. The author discusses the use of instructional strategies including forced associations, metaphorical sketches, mnemonics, and association memorization.…

Discusses cooperative learning strategies that lend themselves to working on computers. Advocates the use of learner-centered software. Describes the essential ingredients of cooperative computer lessons. (SR)

Recommends treating basic skills students as if they have innate knowledge, not an intellectual disease. Underscores inference as a key activity in critical thinking. Suggests strategies for improving students' inferential powers. Argues that the strategies can help students recognize their inferential ability and learn to use it in writing. (SG)

This article details an approach to teaching one step in a mathematics word-problem-solving strategy, that of organizing the facts. A lesson plan is offered which involves directed instruction and supervised practice in five strategies for organizing facts. (DB)

Describes a study conducted in a distance education nursing course at St. Francis Xavier University (Nova Scotia) that was designed to assess the instructional potential of two learning strategies, post questioning and concept mapping, in the presence and absence of feedback. Treatments for the experimental and control groups are described. (18…

In a discussion of teaching geared to student needs, examples of English-as-a-Second-Language learning styles and strategies are presented, followed by a description of a theoretical framework that encompasses the styles and strategies. Implications for classroom practice are considered. (13 references) (LB)

Review of the use of simulations and games in communication education over the past 25 years focuses on the nature of participation in simulations and games, the importance of debriefing, and implications of both for the relationships between students and teachers in the classroom. (LRW)

Students often complain that lectures requiring simultaneous writing and listening is a difficult task. An alternative method is provided to teachers to facilitate note taking by students. (ZWH)

Discusses diagrams and problem solvers' constructions of a problem situation, how the way of drawing changes during the problem-solving process, and the meaning and sense of diagrams. (Contains 15 references.) (MKR)

This commentary on Edwin Ellis' model of integrative strategy instruction for use with students with learning disabilities argues the need for systematic investigations of the multiple facets of the program. The ISI model is examined in terms of the eight principles of strategy instruction outlined by H.L. Swanson. (JDD)

This commentary on Edwin Ellis' model of integrative strategy instruction for students with learning disabilities points out that the model holds considerable promise. However, the model necessitates that teachers be trained to assess student cognition using multiple methods and that content area teachers think in new ways about their instruction…