A single-class method to help students clarify their thinking so they can identify quality work is presented. Unless students are familar with the criteria being applied to their work, their assignment work is unlikely to show improvement. (MLW)

This book shares the findings of a study of one teacher, Ann, and her eighth-grade classes of 123 readers who participated in a multicultural literature unit. A feature of the study was that the majority of the students were white--that is, the dominant culture--and studied novels representing nondominant cultures. The study's purpose was to find…

For social studies teachers, good social studies requires good reading, writing, and mathematics skills. In addition, the Pennsylvania System of School Assessment (PSSA) administers reading, writing, and mathematics assessments to students at specific grade levels. Through many years of working together with their classes and with the "We the…

This report provides outcomes for 1996-97 for Monroe Community College's Writing Across the Curriculum (WAC) program, an effort designed to help students learn to write in all disciplines through writing centers staffed by trained student writing fellows. Following introductory remarks, the report provides discussions of the following topics:…

This curriculum unit addresses myths in Western cultures and in other cultures around the world. The three lessons in the unit gives students the opportunity to think critically about how and why myths were first created, and to create their own myths. Specifically, in the unit students read, discuss, and respond in writing to myths from Greek,…

In this lesson, students will explore daily life in the 13 original British colonies and its influences in the late 1700s for two families in different colonies--Delaware and Massachusetts. The lesson asks students to become historical detectives and learn to gather information from artifacts and make inferences about the lives and time they…

This book presents 93 essays that offer guidance, reassurance, and commentary on the many activities leading up to and surrounding classroom instruction in first-year composition. Essays in the book are written by instructors who teach in community colleges, liberal arts colleges, state university systems, and research institutions. The 14 section…

Presents ways to stimulate teachers to try several techniques for having students write their own problems and verify their meanings with others to become effective mathematics problem solvers. These techniques include sharing self-generated problems in a Mathematician's Circle and publishing problems on worksheets. (PVD)

Discusses collaboration between secondary school teacher-librarians and English teachers to promote literacy and reading through choice book units, where students can choose from a selection of suggested titles. Topics include nonfiction books; advantages for low-ability readers; audio books; and Teachers as Readers book discussion groups. (LRW)

Describes the inclusion of critical thinking and information retrieval in an undergraduate business program utilizing active learning techniques. Presents a model assignment, outlines a library workshop, offers an evaluation of the project, and discusses librarian-faculty collaboration in creating an appropriate assignment. (Author/LRW)

In a summer faculty development workshop, seven faculty in different pharmacy disciplines (biochemistry, therapeutics, pharmacy management, pharmaceutics, pathophysiology, pharmaceutical analysis, pharmacy administration) clarified critical thinking objectives for their courses, practiced this approach in a faculty workshop, and piloted the…

Describes a systematic instructional process that incorporates the general steps of problem solving to develop a World Wide Web-based independent study course. Highlights include the educational setting, learner characteristics, method of assessment, learning processes, course assignments, interaction between faculty and students, course content,…

Asserts the importance of incorporating art criticism into art instruction to achieve quality art education. Presents and discusses art criticism formats. Includes three figures illustrating a typical student's written art criticism, that same assignment after teacher evaluation, and an example of a student gradebook. (CFR)

Discusses the Pocketful of History project, which uses historical fiction and biographies to fill in gaps in student knowledge and engage children in meaningful learning experiences. Presents examples of seven historical figures featured in the project. (CFR)

Maintains that writing is one of the most important skills students can acquire. Asserts that social studies teachers can help students learn the writing process through a variety of written formats, such as essays, diary writing, and letter writing. Describes a classroom activity using letters and editorials. (CFR)