Discusses teaching strategies to present the two most basic ways of organizing information about a steady state phenomenon: pictorial knowledge models and diagrammatic knowledge models. Presents ways of organizing these types of information according to known points of reference and observation. (SR)

Presents a teaching strategy which uses points of reference (or basic underlying concepts) to help students understand definitions, descriptions, and comparisons/contrasts, and models its use. Notes that understanding the importance of points of reference is one of the first steps in the technique called "knowledge modeling." (SR)

Describes nine steps in developing a structured overview for teaching the mathematical vocabulary necessary to understanding and working specific word problems. (MKM)

Describes how Multiple Response Techniques (MRTs) can be used before, during, and after reading to help students better comprehend content material. Argues that MRTs enhance comprehension by engaging all students, focusing on students' strengths, training students in reflectivity and self-monitoring, and allowing the teacher quick evaluation of…

Describes how prior knowledge, current text, future text, and prior text all play a part in knowledge acquisition. States that most content area reading instruction emphasizes only current text. Notes that future columns will address this issue by introducing a method for teaching comprehension of exposition called "knowledge modeling." (SR)

Contributors suggest ways to improve students' (1) content area reading, (2) notetaking, and (3) book reports. (FL)

Delineates four ways of knowing history: (1) organizing events and people in a meaningful time frame and in a meaningful space frame; (2) interpreting by hypothesizing cause-effect and by generalizing about meaning; (3) interpreting by comparing events; and (4) cross-examining the accuracy and validity of purported "facts." Discusses instructional…

Describes the development and use of a listening guide to teach middle school students how to take notes. (RB)

Describes several techniques middle school teachers can use to help students make the transition from skills oriented to content oriented reading as they pass from the elementary to the secondary level. (RB)

Describes the step-by-step development of manipulative learning materials--materials with explicit instructions and some type of built-in reinforcement so that students can know if their answers are correct--for use in the content areas. (HTH)

Suggests that study guides can help teachers set priorities and teach students how to learn through more efficient reading. A sample guide shows sections on background, vocabulary, organization, cause-effect, and detail. (MKM)

Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)

Discusses making content area reading an integral part of the curriculum. Discusses objections, fads, critical skills, and implementation. (SR)

Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)

Suggests caution in using readability formulas in determining how to use a textbook for instruction and suggests other factors to consider. (MKM)