Examples of teaching styles that have proven successful are presented, related, and analyzed. Uses of resources, types of assignments, and management systems are discussed with the emphasis on individualizing instruction. (LS)

The G-C-O-LP-G development plan is a step by step procedure for the development of a Goals-Concepts-Objectives-Lesson Plan-Guide which may be used by instructional leadership personnel. (Author/CB)

Life Skills are defined as problem solving behaviors appropriately and responsibly used in management of personal affairs. (Authors)

Special issue devoted to teaching Level II French. (DS)

Presented is a lesson plan to be used in middle school social studies courses to help students assess whether a statement made by an alleged authority is credible. The plan also shows how teachers can use information processing strategies to design lessons to promote learning of other critical thinking skills. (RM)

Describes a typical gymnasium curriculum, course sequences for upper school chemistry students and training seminar for chemistry teachers. Includes a lesson profile for a chemistry class session. (JN)

The author suggests that experience in school with math and other problem-solving strategies can help provide children with skills necessary for addressing the more difficult problems they encounter outside the controlled school environment. Sample problem-solving strategies are provided. (Author/SJL)

Ideas and examples that support the problem-solving role of computers in the classroom are given: procedures, techniques, and sample problems that can be used with beginning, intermediate, and advanced students have been included. (MP)

Manipulative materials designed to instruct pupils on fractions are presented. The use of unit holders in teaching fundamental concepts of fractions and equivalent fractions are reviewed. (MP)

The use of silent instruction as a tool to present mathematics to young elementary school students is reviewed. (MP)

Gives suggestions for using the visit as a pedagogical method at regular intervals during the semester. The choice of visit must be made not with a view of entertainment and general education, but for its value in meeting the specific needs of a class at a particular stage in the language-learning process. (Author/PJM)

An art teacher describes some of her techniques for working with trainable mentally retarded (TMR) students who are also physically disabled. Included are lesson planning, student needs, and adapted materials. Part of a theme issue on art education for children with special needs. (SJL)

An outline is given for a lesson on gases for high school students. Solutions are given; however, requests are made for alternative solutions. (SA)