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This paper provides curriculum makers with an overview of developmental theory and relates the theory to instructional strategies. The section on socioemotional development addresses Erikson's eight ages of man, Kohlberg's stages of moral development, motivation and Maslow's hierarchy of needs, Taylor's stage model of creative development, and Loevinger's stages of ego development. Cognitive development is approached through overviews of Skinner's operant conditioning, Gagne's behavioristic-eclectic theory, Bandura's social learning theory, cognitive gestalt-field theories, Lewin's cognitive field theory, Bruner's learning as categorizing theory, Piaget's cognitive-descriptive theory of intellectual development, the information-processing approach, and Case's comprehensive framework of intellectual growth. Personal- and social-oriented instructional strategies discussed include Gordon's synectics, Schutz's awareness training model, the classroom meeting and laboratory training (T-Group) models, the Shaftels' role-playing model, and cooperative models of instruction. Behavioral strategies include mastery learning, individually prescribed and direct instruction, and contingency management. Information-processing strategies include concept attainment, inductive thinking, inquiry techniques, the advance organizer and memory models, and the process of Piagetian clinical interviewing. A total of 66 references are cited. (RH)

The documents in this series provide educators in Saskatchewan with practical and relevant guides to teaching and learning as a means of expanding or refining teaching repertoires. This booklet explores focused imaging as a way to enhance student learning, describes the application of imagery to specific school curricula, and acts as a strategy teachers can use with students to help them learn more effectively and develop creativity by using their imaginations. The publication is organized into nine sections that provide explanation and exercises. The topics are: (1) a sample imaging experience; (2) What is focused imaging? (3) Why use focused imaging? (4) What does focused imaging look like? (5) What does focused imaging sound like; (6) preparing for focused imaging; (7) lesson planning; (8) teacher reflection; and (9) a focused imaging highlight sheet. Resource selections include general overviews of focused imaging, curriculum specific applications, script examples, background information, and starter ideas and inspiration. Appendices provide relaxation ideas, lesson plan samples, and a sample of script completion. (LL)

The purpose of the documents in this series is to provide educators in Saskatchewan with practical and relevant guides to teaching and learning as a means of expanding or refining teaching repertoires. This booklet explores reflection, a form of problem solving in which one tries better to understand and solve problems or concerns of personal importance. The process helps teachers plan a self-guided examination of their own teaching practice in an environment where education and the society which shapes and is shaped by it are constantly changing. The guide includes an introduction and 10 chapters: (1) Reflective Teaching: A Vignette; (2) What Is Reflective Teaching? (3) What Reflective Teaching Is Not; (4) Topics for Reflection; (5) Reflective Teaching: What's in It for Me? (6) Organizers for Reflection; (7) Reflective Questioning; What Might It Look Like? (8) Getting Started; (9) Now That You Have Your Observations (a discussion of individual versus group reflection); and (10) Closing Thoughts...Looking Ahead. The guide concludes with reference and recommended reading lists. (LL)

The purpose of the documents in this series is to provide educators in Saskatchewan with practical and relevant guides to teaching and learning as a means of expanding or refining teaching repertoires. This booklet highlights peer practice, a strategy that allows students to become actively involved in the strengthening or broadening of their own learning by supporting the learning of peers. Students reflect upon previously taught material by helping peers to learn and, at the same time, develop and hone their social skills. Students work together as partners, one functioning as a "doer" and the other as a "helper". The doer performs a task or answers questions; the helper observes and provides feedback and helping information. The doer is the student and the helper takes on the role of teacher. Later, the partners reverse roles. This guide explores the peer partner method, and is organized into the following eight parts: (1) Background; (2) Peer Partner Learning Is; (3) Why Use Peer Partner Learning; (4) Prepare for Peer Partner Learning; (5) Developing Peer Partner Learning; (6) The Teacher's Role During Peer Partner Sessions; (7) Executive Summary; and (8) Resources. (LL)

The purpose of these documents in this series is to provide educators in Saskatchewan with practical and relevant guides to teaching and learning as a means of expanding or refining teaching repetoiries. This booklet focuses on resource-based learning, defined as a planned educational program that actively involves students in the effective use of a wide range of print, nonprint, and human resources. The publication is organized into 13 chapters as follows: (1) What is Research-Based Learning? (2) Resource-Based Learning: A Foundation for Educational Practice; (3) A Teacher Taxonomy of Resource-Based Education: Moving through Four Dimensions; (4) Using the Taxonomy; (5) Resource-Based Learning in Your School; (6) The Resource-Based Learning Classroom; (7) Resource-Based Learning in Action; (8) The Role of the Teacher-Librarian; (9) Creating Connections for Resource-Based Learning; (10) Skills Development; (11) Taking Another Step: A School-Based Continuum of Information-Processing Skills; (12) Evaluating Resource-Based Units; and (13) Resources. Appendices provide sample planning guides and a suggested list of information-processing skills. A pamphlet entitled "Teachers + Teacher-Librarians = Co-Designers on Instruction" is not included. (LL)

The purpose of these documents is to provide educators in Saskatchewan with practical and relevant guides to teaching and learning as a means of expanding or refining teaching repertoires. The topic of this booklet is effective lecturing, described as a blend of three types of lectures: interactive (engaging student thinking throughout the lesson); mastery (linking new knowledge to familiar concepts and ideas); and traditional (presenting information with minimal student activity). Each lecture type is investigated individually by analyzing three case studies. Appendices provide additional information organizers and a lesson planning guide. (LL)

The purpose of the documents in this series is to provide educators in Saskatchewan with practical and relevant guides to teaching and learning as a means of expanding or refining teaching repertoires. This publication explores individualizing for students, emphasizing that what the classroom teacher does depends on his/her abilities and beliefs about education and learning, and on resources and students in the classroom. The guide acts as a starting point for individualizing; it contains a collection of activities that have been tried, along with tips that have worked for other educators. The individualizing process is explored through the utilization of variety, choice, options, and self-directed learning. Each level or step is successively more student-directed and student-centered. Space is provided throughout the document for thoughts on how these ideas might be adjusted to best suit individual students. The document concludes with a list of 10 resources, each with a brief annotation. (LL)