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March 1997 | Volume 54 | Number 6

How Children Learn


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Feature Articles

Perspectives / How Do Children Learn?

Marge Scherer

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To Be Intelligent

John Abbott

From Stone Age paintings to technological wizardry, humans have demonstrated their remarkable ability to extend—and ponder—their own intelligence.

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Maximizing Learning: A Conversation with Renate Nummela Caine

Carolyn R. Pool

The coauthor of Making Connections: Teaching and the Human Brain discusses why it is necessary to eliminate emotional threats and immerse students in relevant learning.

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On Using Knowledge About Our Brain: A Conversation with Bob Sylwester

Ronald S. Brandt

With magnetic resonance imaging comes an ability to see inside the human brain—and a corresponding need for educators to become familiar with new theories about how we learn.

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What Does It Mean to Be Smart?

Robert J. Sternberg

By not recognizing practical and creative intelligence to the degree we foster analytic skills, we may be disenfranchising multitudes of students from learning.

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Getting Specific About Multiple Intelligences

Thomas Hatch

Instead of organizing the curriculum around the intelligences, organize it around the child, this author advises.

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Encouraging—and Challenging—Students' Understandings

John A. Zahorik

Suggestions for constructivist teachers who are struggling to fuse the knowledge students develop on their own with what experts know.

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Seven Strategies That Encourage Neural Branching

Thomas Cardellichio and Wendy Field

Whereas neural pruning helps us to handle an overwhelming amount of stimuli, neural branching opens up the minds to new perceptions.

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Reading Styles Times Twenty

Marie Carbo

Ten guiding principles for a reading styles program, and how to implement each.

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Eric Learns to Read: Learning Styles at Work

June Hodgin and Caaren Wooliscroft

A learning styles approach has improved achievement levels for all students in a 3rd grade inclusion classroom.

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A Tale of Four Learners: 4MAT's Learning Styles

Bernice McCarthy

These vignettes illustrate traits of imaginative, analytic, common-sense, and dynamic learners.

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Designing Effective Interdisciplinary Anchors

Sasha A. Barab and Anita Landa

How to develop a multidisciplinary curriculum around a focused problem that interests students.

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Creating Schools for Thought

Teresa Secules, Carolyn Cottom, Melinda Bray and Linda Miller

In more than 22 U.S. and Canadian classrooms, Schools for Thought students work on real-life problems as they learn science, match, technology, and language arts.

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Kids Ask the Best Questions

Debby Deal and Donna Sterling

Teachers plan their own questions to mesh with what 6th graders want to know about why some soaps float and some don't.

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Why Reciprocal Teaching?

Carolyn J. Carter

In an urban district that was in danger of state takeover, Reciprocal Teaching raised hopes, expectations, and student achievement in less than one year.

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Taking a Storypath into History

Margit McGuire

Combining the basic elements of a story, students "create" history and explore what it might have been like to live in a different time.

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International

In Italy / Unlocking Creativity

Alessandro Antonietti

While discovering the secrets of a volcano, children learn strategies for innovative thinking.

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In Australia / New Avenues to Literacy

Trevor H. Cairney

Schools are broadening their literacy efforts to help children learn to respond to e-mail and convey meaning through images as well as text.

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Response to...

“Rethinking the Purpose of Education” / Facing Inequality and the End of Work

Jon Van Til

The author agrees to points made by Karp, Molnar, Rifkin, and Murnane and Levy (February 1997) but argues that our best way to sustain democracy, justice, and economic opportunity is through service learning.

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Departments

Research Link / Asking Students the Right Questions

Andrew Latham

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Letters

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Reviews

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ASCD Photo Contest

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Resources

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Themes for Educational Leadership 1997–98

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ASCD in Action

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Copyright © 1997 by Association for Supervision and Curriculum Development

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