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Showing 1 to 15 of 22 results Save | Export
James, Abigail Norfleet; Allison, Sandra Boyd; McKenzie, Caitlin Zimmerman – Corwin, 2011
If you're tired of repeating yourself to students who aren't listening, try a little less talk and a lot more action. The authors follow the best-selling "Teaching the Male Brain and Teaching the Female Brain" with this ready-to-use collection of mathematics, language arts, science, and classroom management strategies. Designed for active,…
Descriptors: Learner Engagement, Classroom Techniques, Cognitive Style, Lesson Plans
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King, Gail Hoover; McConnell, Cheryl – Journal of Instructional Pedagogies, 2010
Teaching introductory accounting courses can be both challenging and rewarding. In introductory financial and managerial accounting, students struggle with the unfamiliar terminology and concepts. However, managerial accounting offers distinct challenges in that managerial accounting reports used for decision-making are not publically available,…
Descriptors: Accounting, Introductory Courses, Teaching Methods, Experiential Learning
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Schultz, Emeric – Biochemistry and Molecular Biology Education, 2005
Learning the wealth of information in metabolic pathways is both challenging and overwhelming for students. A step-by-step guided discovery approach to the learning of the chemical steps in gluconeogenesis and the citric acid cycle is described. This approach starts from concepts the student already knows, develops these further in a logical…
Descriptors: Learning Strategies, Memory, Technology Uses in Education, Internet
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Walsh, Foster – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2003
In this article, the author compares teaching and learning to the maintenance of an old car that leaks oil and must constantly be "topped up." Learning is a complex process of taking in and leaking out. The retention of new information is constantly under assault by an array of personal and contextual factors, such as a lack of interest, fatigue,…
Descriptors: Teaching Methods, Learning Processes, Attention Control, Learning Motivation
Pennock, Clifford, Ed. – 1979
Focusing on reading comprehension instruction at the word, sentence, paragraph, and larger unit levels, the articles in this volume were drawn from a variety of sources. The three articles in the first section deal with theoretical bases and conceptual concerns. Specific topics covered include the argument for a discourse analysis model, the…
Descriptors: Advance Organizers, Content Area Reading, Directed Reading Activity, Discourse Analysis
Instructor, 1983
This article explains two techniques for helping students develop long-term memory skills and retain information taught in class. One technique relies on mental pictures to keep track of a numbered series of items; the other depends on key words derived from the material that must be memorized. (PP)
Descriptors: Association (Psychology), Elementary Secondary Education, Long Term Memory, Memorization
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Orden, J. Hannah – Exercise Exchange, 1985
Describes a method for preparing students for vocabulary quizzes that enables students to make a personal connection with the new words. Students remember as many of the new words as they can, then free write about each one to arrive at a definition.
Descriptors: Free Writing, Retention (Psychology), Schemata (Cognition), Secondary Education
Williams, Sheri S. – Adult Education (London), 1979
The teacher's job is to help people to learn; memory is an integral part of the learning process. The author argues that the memory can be developed by specific methods and that teachers can help their students to learn more effectively by showing them some simple way to improve memory. (Author)
Descriptors: Adult Students, Cues, Imagery, Learning Processes
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Teachworth, Martin D. – Science and Children, 1991
Presents a teacher-made instructional material that can be used to help students understand and retain the concepts of magnet and magnetic field. Doughnut-shaped magnets levitate above each other when placed over a post with like poles facing each other. Instructions are provided to make the device. (MDH)
Descriptors: Concept Formation, Demonstrations (Educational), Elementary Education, Instructional Materials
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Sousa, David A. – Middle School Journal, 1992
The following factors can influence the form and quality of what is stored in memory: (1) position of new learning; (2) meaning in new learning; (3) transfer of information; (4) verbal cues; (5) image cues; (6) spacing effect; (7) rehearsal and practice; and (8) organization of new information. (MLF)
Descriptors: Intermediate Grades, Junior High Schools, Middle Schools, Retention (Psychology)
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Hayes, David – Social Studies, 1988
Describes how social studies teachers can help students interact with textbooks to promote better comprehension and retention of information. Suggests methods for linking existing knowledge to concepts in the text, for organizing information to encourage retention, and for making the expository style of texts more accessible. (LS)
Descriptors: Cloze Procedure, Cluster Grouping, Content Area Reading, Elementary Education
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Jackson, Michael C.; Anderson, Norman D. – Science Teacher, 1988
Discusses the value of memorized factual material in science. Describes the use of mnemonic devices to facilitate memorization. Provides a list of 14 mnemonic devices commonly used in science other than ROY G. BIV, which is used to remember the colors of the visible spectrum. (CW)
Descriptors: Cognitive Processes, Cues, Learning Processes, Learning Strategies
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Ohlhausen, Marilyn McKenney; Roller, Cathy M. – Journal of Reading, 1986
Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)
Descriptors: Elementary Secondary Education, Geography Instruction, Learning Strategies, Retention (Psychology)
Davis, Harry O. – 1992
Conjoint retention and confluency are examined as psychological and pedagogical principles for use in instruction in English as a Second Language (ESL) when maps are used as facilitators. The theory of conjoint retention states that dual encoding occurs when a person hears or reads a narrative while simultaneously viewing a map containing…
Descriptors: Class Activities, Classroom Techniques, English (Second Language), Humanistic Education
Cassella, Michele; Mason, Gail – 1986
The basic communication theory course offered at Central Michigan University is designed to provide students with an understanding of fundamental concepts and terminology, and to expose them to theory and research in communication. The course gives students the opportunity to engage in simulations and other in-class activities, thus making…
Descriptors: Class Activities, Communication (Thought Transfer), Course Descriptions, Experiential Learning
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