By helping children to form positive thinking and learning habits, and to develop a range of transferable skills, we give them the tools they need to become successful learners. This book is grounded in the best of current practice and theories surrounding thinking and learning skills. It provides a highly effective method for introducing a…

This module is one in a series of 127 performance-based teacher education (PBTE) learning packages focusing upon specific professional competencies of vocational teachers. The competencies upon which these modules are based were identified and verified through research as being important to successful vocational teaching at both the secondary and…

Described is a teaching technique which uses the collection of ice cream sticks as a means of increasing awareness of quantity in a self-contained elementary special class for students with learning disabilities and mild mental retardation. (DB)

This guide describes an instructional technique, Power Card Strategy, that provides a visual aid to assist students with Asperger syndrome and autism in making sense of social situations, routines, the meaning of language, and the hidden curriculum of the classroom. Power Card Strategy makes use of the intense special interests characteristic of…

Provides a number of nontextbook methods for teaching writing, including the use of films, art, guest speakers, newspaper articles, and student notebooks. (RL)

Reports on a productive approach to secondary-school spelling instruction--one that emphasizes how and when to use the dictionary. Describes two of the many class activities that cultivate student use of the dictionary. (RL)

This module is one in a series of 127 performance-based teacher education (PBTE) learning packages focusing upon specific professional competencies of vocational teachers. The competencies upon which these modules are based were identified and verified through research as being important to successful vocational teaching at both the secondary and…

In a third-year medical school hematology course, handouts reproducing all or most of the 35mm slides used during the lecture are given at the beginning of class. The slides are reproduced on the left, with room for note-taking on the right. Despite some disadvantages, the method is seen as helpful. (Author/MSE)

Looks at the self-instructional packet (SIP) as an effective tool for individualizing instruction through the use of programmed learning sequences to aid student exploration of topics, concepts or skills. (MH)

Ways in which teachers can help adolescent learning disabled students develop for bypassing obstacles created by their learning problems include selecting relevant materials, expressing acceptance, teaching basic study skills, using calculators and abacuses for math instruction, and allowing tape recorders for language arts activities. (CL)

Ways to use Spanish-language television (STV) for teaching Spanish are described, including management of STV at several classroom proficiency levels. It is concluded that authentic materials should be developed around the students' overall development as well as the textbook. (19 references) (LB)

Samples of classroom activities designed to provide practice in specific test-taking skills are provided for use by teachers in the New York City school system. This guide provides activities that aid children in following instructions, time management, use of separate answer sheets, answer choice, and scanning and skimming. Unacceptable teaching…

Three tables list practical ways teachers can improve the self-esteem of hearing-impaired students by (1) promoting feelings of uniqueness and connection, (2) promoting a sense of accomplishment and power, and (3) providing exposure to models. Six appropriate classroom instructional materials are also briefly described. Availability information is…

Explains the use of templates in teaching developmental writing students about the physical structure of the traditional expository paragraph. The template approach offers a space corresponding to a 150-word paragraph with structural suggestions in the margins (e.g., Do you have a strong opening sentence? Do you need a transition?). (DMM)

Using the example of a teacher preparing a science review, describes the necessary elements of successful classroom writing. Students' interests, controlled vocabulary and sentence structure, and logic and clarity in the prepared material are stressed. (CJM)