Discusses, in part four of a series on HyperCard, the general issue of innovation as it relates to HyperCard, and presents some of the "savvy" regarding HyperCard that has developed in the course of its use in the classroom and in teacher training. (SR)

Provides guidelines for developing grant proposals. Covers steps in the following phases: planning (i.e., brainstorming, identifying funding sources, and researching); developing the proposal (i.e., abstract, title page, narrative, problem statement/needs assessment, operational plan, key personnel, budget, significance statement, future funding,…

To reinforce basic math skills in a rural Kentucky elementary school, the principal developed a program called "Dr. Math" modeled on the "Mr. Rogers" and "Sesame Street" television programs. (MD)

Describes process and gives examples by which contradiction is introduced in a course using Total Physical Response approach. Gives students opportunity to say "no" and come up with an alternative while demonstrating understanding of original command. (BK)

Discusses the use of educational impact statements and presents a functional process model for change facilitation. A specific example of the adaptation of this process is provided, going through the steps of: preplanning, strategy selection, implementation, and adoption, evaluation, research, and modification, monitoring, and follow-up. (RAO)

Describes a technique using "chalkboard" in which a lecturer stands behind a glass panel on which he or she writes. A mirror reflects the image onto a television camera lens and restores the proper orientation to the written material. (CMV)

Analyzes three scenarios featuring champion educators' efforts to challenge business-as-usual predilections of school administrators. School systems can develop innovative, future-directed programs with effective planning, administrative support for creative teachers, and testing for results that match school values. (MLH)

Discusses ideas for the teaching of Latin and Greek such as integrating the study of language and culture, using a natural approach to teaching oral skills, using multiple approaches to maintain student interest, and correlating Latin with other subjects. These ideas were promoted by Francis Parker and John Dewey a century ago and are still…

Gives detailed account of using sensory deprivation as language teaching methodology. Suggests good results can be obtained at less cost in classroom by first using silence to get students to work themselves up, then act coldly, issue blindfolds, and play prepared second language tape. (BK)

Describes use of total physical response as a teaching strategy in English-as-a-second-language classes. Students act out commands from teacher with no initial emphasis on oral production. This approach makes a lesson more real to students and physically involving them makes for more successful learning. (Author/BK)

Describes a "hands off" directing style encouraging student actors to think for themselves, not to mimic blocking and line readings imposed by a director. Notes that this directing style is not always appropriate. Suggests that most actors (even teenagers) will undergo a journey of transformation from being themselves to portraying other people…

Considers how in the classroom, particularly, teachers should take advantage of the multiple aspects of narrative time constructed through hypertextual duration, frequency, and order. Uses an ethnographic study of two college courses to illustrate several of these opportunities as they subvert the dominant orders of textuality totalized by…

Presents a flow chart for turning good ideas into complete proposals before proposing them. The process involves clarifying the idea and assessing its current practicality, value for the program, compatibility with policy, implications, costs, funding sources, and implementation time requirements. (PGD)

Describes two projects at Oregon State University that provide training to faculty in instructional development techniques. (Author)

Discusses how dire, long-term financial pressures for both public and private colleges and universities could lead to a fundamental restructuring of their organizational and learning systems around the most promising innovations in teaching and learning. Offers three organizing principles and seven transformative actions. (EV)