FIFTH GRADE WORK SHOULD CONTINUE THE SEQUENTIAL DEVELOPMENT OF MATHEMATICAL UNDERSTANDINGS AND COMPUTATIONAL SKILLS. THE PROBLEMS APPROACH SHOULD BE USED SO CHILDREN MAY DISCOVER MATHEMATICAL TRUTHS AND ARRIVE AT GENERALIZATIONS. THE NUMBER SYSTEM UNIT SHOULD EMPHASIZE THE ABILITY TO READ AND WRITE NUMERALS TO SIX PLACES AND THE ABILITY TO READ…

Argues that writing assignments should (1) specify audience, purpose, and topic, (2) define rhetorical problems, (3) incorporate stages of the composing process, (4) provide timely feedback to avoid cognitive overload, and (5) follow some developmental sequence. Describes several assignments based on letter writing. (JG)

Paper presented at Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March 17-19, 1969). (JJ)

Grammatical sequencing is suggested as a valuable teaching technique from the points of view of both communicative competence and linguistic competence. Sequencing techniques and ideas are offered. (MSE)

Specific guidelines are offered for implementing figurative language activities into a language intervention program. The guidelines emphasize prerequisite skills, goal sequencing, facilitation of comprehension, and aids to interpretation. A table describes figurative language forms and their use in children of varying developmental ages. (JDD)

This article challenges choral teachers to motivate their choirs to a new level of choral singing and harmonic creativity and outlines a sequential process for introducing improvisation into the daily warm-up. It argues that students can learn to harmonize and improvise by ear as part of each day's warm-up period. Sections include: (1) Chord…

THE SEQUENTIAL DEVELOPMENT OF READING SKILLS BY GRADE LEVEL IS PRESENTED. SUCH A GUIDE SHOULD HELP SECONDARY TEACHERS IN DIRECTING READING DEVELOPMENT AND PROMOTING PUPIL GROWTH, IN UNDERSTANDING AND EVALUATING THE READING ABILITY OF EACH STUDENT, IN IDENTIFYING HIS SPECIFIC NEEDS, AND IN PLANNING WAYS TO MEET THOSE NEEDS. THE GUIDE DESCRIBES THE…

A TENTATIVE GUIDE UTILIZES THE SPIRALLY-ORGANIZED (SEQUENTIAL) APPROACH TO THE DEVELOPMENT OF CURRICULUM EXPERIENCES. THE GOAL IS TO DEVELOP RESPECT FOR THE WORK OF LITERATURE OVER THE THEORY OF LITERATURE. IT IS RECOMMENDED THAT IN THE SOPHOMORE YEAR THE STUDENTS LEARN TO IDENTIFY CONCEPTS AND UNDERSTAND HOW WRITERS PUT THESE CONCEPTS TO USE. IN…

The study was an operational evaluation of two methods of instruction sequencing for the T-38 phase of Undergraduate Pilot Training. Scheduling of concentrated trainer phases prior to aircraft flight improved student performance for early aircraft rides as compared with an intermixed trainer and aircraft schedule. Although grade differences washed…

Presents several assumptions about scientific writing and from these derives teaching methods for a year-long sequence of writing courses for science freshmen. (DD)

Sequencing is essential to survival in the real world and in the content-subject school world. It is also the hidden agenda in many content-area classrooms. If students are to improve their sequencing ability, teachers must become aware of the hidden, sequencing requirements in their curriculum. Describes some simple exercises for helping students…

Examines the debate between two approaches to teaching writing: imitation of classic models versus technical writing for the real world. Argues that, in either approach, a developmental sequence of assignments is paramount. Describes compromise course plan based on careers, in which students write research papers about vocations in which they are…

The Suzuki talent education method, which combines sequential learning with continual review, is described. The method can be used in developing high levels of musical awareness, technical skill, and artistry in extremely young performers from very different backgrounds. How teachers of choral music might use it is discussed. (RM)

Suggests that there are three phases in the foreign language teaching/learning process through which the learner progresses from dependence on the teacher to independence in utterance. These phases are: (1) presentation, (2) precommunicative activity, and (3) communicative activity. The second phase, which is often passed over, is discussed in…