Rosenshine (1985). Direct instruction.

Rosenshine, B. (1985). Direct instruction. In T. Husén & T. N. Postlethwaite (Eds.), International Encyclopedia of Education (Vols. 1-10, Vol. 3). Oxford: Pergamon Press. “… the term has been used to refer to explicit, step-by-step instruction directed by the teacher.” (p 1395) “… other similar terms such as systematic teaching, explicit instruction, explicit teaching, and … Read more

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Haas (1978). Synectics.

Haas, J. (1978). Synectics. In A. W. Foshay & I. Morrisett (Eds.), Beyond the Scientific: A Comprehensive View of Consciousness. (pp. 141-150). Social Science Education Consortium. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED177080. “… make the strange familiar, and the familiar strange.” (p 141) “One definition is the joining together of different and apparently irrelevant or unrelated items. He … Read more

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Hummell (2006). Synectics for creative thinking in technology education.

Hummell, L. (2006). Synectics for creative thinking in technology education. The Technology Teacher, 66(3), 22-27. [Article related to Synectics. Several examples of application are provided.] “Synectics outlines the processes that people can use to help them overcome mental blocks while working on difficult tasks.” (p 22) “… designed to ‘make the familiar strange, to help … Read more

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Atkinson (1975). Mnemotechnics in second-language learning.

Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30(8), 821-828. [Article on Mnemonics] “… mnemonic techniques …” (p 821) “… a mnemonic aid for vocabulary learning that we have dubbed the keyword method.” (p 821) “In general, the keyword has no relationship to the foreign word except for the fact that it is … Read more

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Ausubel (1960). The use of advance organizers in the learning and retention of meaningful verbal material.

Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology. Vol. 51(5), 51(5), 267-272. [Article pertaining to Advance Organizers] “This hypothesis is based on the assumption that cognitive structure is hierarchically organized in terms of highly inclusive concepts under which are subsumed less … Read more

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Horn et al (1998). Individual differences in dyadic cooperative learning.

Horn, E. M., Collier, W. G., Oxford, J. A., Bond, C. F., & Dansereau, D. F. (1998). Individual differences in dyadic cooperative learning. Journal of Educational Psychology, 90(1), 153-161. doi: 10.1037/0022-0663.90.1.153. “Effective learners were high in verbal ability, whereas effective learning facilitators were low in public self-consciousness and in self-monitoring.” (p 153) “At minimum, each … Read more

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Joyce (1984). Dynamic Disequilibrium: The Intelligence of Growth.

Joyce, B. R. (1984). Dynamic Disequilibrium: The Intelligence of Growth. Theory Into Practice, 23(1), 26-34. [Mentions of Thelen (group investigation), Hunt (conceptual systems theory), Shaftel (role-playing), Maslow (self-actualization), Carl Rogers, Carroll, Bloom (mastery learning), Suchman (inquiry training), and Piaget.] “… significant learning is frequently accompanied or impelled by discomfort.” (p 26) “A major task of … Read more

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Taba (1966). Teaching Strategies and Cognitive Functioning in Elementary School Children.

Taba, H. (1966, February). Teaching Strategies and Cognitive Functioning in Elementary School Children. Retrieved February 15, 2009, from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED025448. [Article pertaining to Inductive Thinking] “… in actual learning there must be several lines of growth in knowledge, in attitudes, and in skills, which intertwine with growth in cognitive processes.” (p ii) “There is a strong … Read more

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