Originally written by Laura BardroffZieger
Fall 1998

To facilitate review of materialsmost suitable to users' needs, the listings are organized into the followingcategories: Bibliographies and Selection Aids, Professional Books, MethodologyTexts, Activities/Manipulatives, Audio/Visuals, and Computer Software/Multimedia.Within each group, accessions are arranged alphabetically by author withbrief descriptions of the items. The index alphabetically lists items bytitle.

Title Index

Bibliographies and Selection Aids

Costa, A.L.,ed. Developing Minds: A Resource Book for Teaching Thinking. Alexandria,VA: Association for Supervision and Curriculum Development, 1985.

This resource book is of immediate practicalvalue to educators and school systems seeking to enhance the thinking skillsof their students. It includes consideration of school climate that fostersthinking, classroom teaching strategies, curriculum planning, assessment,and teacher education, as well as a guide to a variety of existing curriculadesigned to teach thinking.

Association for Supervision and CurriculumDevelopment, 1993. This 1993 edition lists all curriculum materials displayedat the 1993 Annual Conference of the ASCD submitted by open invitationfrom educators from a wide geographic range with an equally wide rangeof topics including "Thinking Skills.".

The intention of this catalog is tooffer educators a diversity of materials that will assist in meeting theneed for teaching thinking skills. A total of 520 resources are presentedin a variety of subjects and are organized by grade levels.

Professional Books

Adams, DennisM. and Mary E. Hamm. Cooperative Learning: Critical Thinking and CollaborationAcross the Curriculum Springfield, IL: Charles C. Thomas Publisher,1990.

This book is a practical guide for structuringcollaborative work in basic skill areas, focusing on establishing the conditionsfor cooperative learning and higher level thinking. Applicable activitiesare presented throughout the text to serve as examples.

In this book, Ayers writes as a teacher,parent, and student. His anecdotes and suggestions argue for true educationrather than mere training.

A Collection of essays by educatorswho were influenced by the work of Maxine Greene. Each contributor expressesnot only how they have used the philosophies of Greene, but how they haveadapted them to suit their own style and expanded upon them.

Presenting the reflections of collegefaculty on the nature of thinking in their classrooms, this book providesseveral essays by faculty members on effective teaching, the nature ofgood teaching, discipline in thinking and methods of challenging students.

Teaching for Thoughtfulness providesstrategies for creating a classroom and school environment that invitesstudents to think productively. A thoughtful classroom is achieved throughthe dedication of the teacher in helping students to peak in their potentialas thinkers and learners. Barell suggests we need to teach students aboutthe nature of thinking, characteristics of thoughtful persons, and howto improve intellectual performances by learning different problem-solvingstrategies.

The goal of this book is to presenta variety of approaches and a comprehensive overview of the major modernviewpoints regarding the theory and practice of teaching thinking skills.It includes an extensive introduction to current views on this topic ineducation and psychological thought.

This book is aimed at educators andcurriculum leaders interested in developing thinking skills programs. Itargues the importance of this type of program, defines the tasks, and servesas a guide in developing the program. Practical information is also providedon the implementation and maintenance of a thinking skills program.

The cognitive skills developed in thisseries were selected because of their significance in the academic disciplines.These four skills (similarities and differences, sequences, classifications,and analogies), are required in all content areas, including the arts.Since improved school performance is an important goal of thinking instruction,many variations of the skills are presented.

Explaining how students can learn toask pertinent questions and make analogies when taught the proper sequentialsteps, these articles address such topics as: the full development of thestudent's mind, how to increase the student's learning capacity to dealwith problem solving, and decision making.

 This compilation of articles exploresthe theme of teaching thinking. A wide variety of topics is covered, includingquestioning, approaches to teaching and evaluation.

 Brookfield aims to help readersunderstand the phenomenon of critical thinking by examining the variousmethods, techniques, and approaches that can be used by anyone seekingto help people develop better critical thinking skills, and exploring theopportunities for people to become critical thinkers in four specific arenas,all of which are central to most adults' lives: their intimate relationships,their workplace, their political involvements, and the mass media thatinfluences their perceptions of the world. The book outlines specific exercisesto foster these ends.

 This book attempts to aid teachersin helping students to think for themselves in more effective ways andto rely on their own thinking skills rather than learning to succeed throughtheir ability to memorize the "right answers." It shows how the elementsof critical thinking relate to classroom situations and offers practicalsuggestions and sample materials which the classroom teacher can use toencourage critical thinking.

 This book, which seeks to combinecase studies with discussions of various central themes related to teaching,professionalism, and reflective practice, has been constructed to allowit to function as either the central textbook in a general introductoryor foundational course in a teacher education program or as a supplementarytext in other courses. Each chapter begins with at least one case study,which is then analyzed and discussed in terms of the chapter's focus.

 In Teacher as Decision Maker,the authors explain how schools function as social systems. Then, theypresent a series of related case studies and exercises drawn from the day-to-dayexperience of teachers dealing with students, parents, administrators,and other teachers.

There are many different ways to approachproblem solving, and this book helps establish the thinking processes thatare needed to tackle any problem. It shows techniques on how to look atthese problems and discusses methods for varied approaches.

This report is designed to improve theeducational experiences of middle grade students and especially those atrisk of being left behind. Some of the recommendations detailed includecreating small learning communities, staffing middle grade schools withteachers expert in teaching adolescents, and reengaging families in theeducation of young adolescents.

A result of the 1990 annual conventionof the American Psychological Association, this book examines the fullrange of decision-making method- ologies, research, and applications. Thecontributors hope that this examination will lead to the development ofcoherent models and theories of individual decision making and group processes.

Thinking in the Classroom confrontsthe challenge of teaching good thinking and thinking strategies. Eightmajor curriculum programs and instructional strategies intended to developthinking abilities are described. This book is beneficial for educatorsresearching thinking skills and for those interested in becoming more activelyinvolved in the thinking movement.

Patterns of Thinking presents a widerange of suggestions for ways to represent complex thought processes tostudents. The intent is to make students more aware of their thinking andable to draw on a variety of problem solving strategies.

This publication serves as a workbookto inspire educators to think critically and creatively and to developexamples through their own experience. Topics such as analysis, evaluation,flexibility, and imagination are covered.

Cohen provides implications for theschool curricula for nurturing the capacity for critical thinking, depthof feeling, coping with reality and an overall visceral sense of beinghuman. The book includes an overview of child development and approachesthe need for inculcating in children the open minds and warm hearts that,coupled with skills and information, will surely be of value to them inthe changing world they must face and help to change.

In Reflective Teaching, Donald Cruickshankshows clearly and persuasively how teacher education at all levels canhelp teachers reflect on and analyze their performance. He poses pertinentquestions which are followed by well thought-out responses such as, "Whatis reflection and how might it be used to dispose preservice or inserviceteachers to become students of teaching?"

The Professional development school,committed to the acquisition and sharing of knowledge among all membersof the educational community, is the subject of this book. The function,structure, and philosophy of the professional development school as wellas its importance in education is explained.

Dewey attempts to detect and state theideas implied in a democratic society and applies these ideas to the problemsof education. He includes an indication of the constructive aims and methodsof public education, as well as a critical analysis of the theories ofknowing and moral development. Further, he discusses the philosophy andgrowth of democracy.

Diaz unites multiculturalism and schoolrestructuring in this thorough and practical reference source. It providesthe guidance needed to enrich school improvement agendas, especially thoseworking with the NEA National Center for Innovation.

This comprehensive volume describeseverything from models of teaching (e.g., "Information Processing") andteaching methods, to the teacher education process itself (e.g., supervisionof the practicum). The many contributors include B.O. Smith, P. Houston,R. Slavin, B. Rosenshine and R. Shavelson.

Written by teacher educators about theirown experiences, this book describes specific pedagogical practices designedto help preservice teachers examine their fundamental beliefs. The sharedgoal of the contributors is that of fostering conceptual change in prospectiveteachers.

 Feldhusen and Treffinger stressthe importance of creative thinking and problem solving. This book is designedto help teachers develop these skills in their students.

Fennema has compiled a broad range ofessays dealing with re- search in mathematics education. All of the authors,whether discussing assessment, thinking, gender, or computers, considerthe implications of their topic on math instruction in the coming century.Emphasis is placed on the development of critical thinking and problemsolving skills.

The purpose of this book is to showhow we can prepare our children to develop their full potential as "thinking"human beings. It applies Piaget's theory to the school experience.

By utilizing a variety of helpful toolsand training programs, this book provides helpful guidelines for practicingeffective problem solving techniques. The author illustrates how to improvethe quality of clinical decisions by learning to recognize and avoid commonsources of error.

Drawing on contemporary scholarshipand his own research, Howard Gardner merges cognitive science with theeducational agenda. He argues that many current educational materials,practices, and institutions are ill- suited to students' minds. A caseis made for the restructuring of schools in order to move beyond rote learningand to achieve true understanding.

This book has been compiled largelyin response to the recent redefinition of literacy education. This redefinitiondemands changes in educational practices for teachers and learners. Inparticular, this book focuses on collaborative assessment in reading andwriting.

A new paradigm for school renewal isproposed in this book. Glickman provides a practical and insightful lookat the school reform movement and focuses largely on teaching and learningconcerns.

This book is based on an educationalphilosophy which explores critical, moral questions. The topics coveredinclude education reforms, public schooling and values. The authors describethe moral role of educators in a democratic society, in particular, thespecial moral responsibility teachers have to their students.

A continuation of his work Teachersfor our Nation's Schools, Goodlad provides the insights and philosophiesbehind core issues in education that can bring schools and universitiestogether in Educational Renewal. He pro- poses a redesign of educationwhose basis stands in the development of the young in a social and politicaldemocracy and asserts that the continuous examination of institutionalpurposes, roles and responsibilities is encompassed in true educationalrenewal.

 

 
 
 
 
 
 
 
 
 

---, In Praise of Education.New York: Teachers College Press, 1997. (P20 G66 1997)
 

Here Goodlad discusses the relationshipbetween education as personal empowerment and public goal. The idea ofeducation occurring within a social context as well as an individual isone of the themes explored here. Goodlad sees democracy as a "work in progress"and asserts that education must take this course as well.

---. Places Where Teachers areTaught. San Francisco: Jossey-Bass Publishers, 1990.
 

Divided into four sections, this bookprovides a comprehensive historical perspective on teacher education inthe United States. The recurring problems that influence the value androle of teacher education are address- sed. Further, Goodlad examines casehistories in various settings to consider how teachers are taught.

---. Teachers for Our Nation'sSchools. San Francisco: Jossey-Bass Publishers, 1990.
 

The study described in this book encompassesinquiry into the preparation of teachers to work with children and adolescents,as well as the preparation of principals for elementary and secondary schools.The chapters outline a complex project for improving the neglected areasin education such as the quality of teachers.

---. What Schools Are For.Phi Delta Kappa Educational Foundation, 1994. (P20 G66 1994)
 

In this second edition of the 1979 work,Goodlad re-itterates his postition on school reform. Again, issues regardingthe basic nature of schooling in this country are addressed and arguedpassionately. The opinions of the author are as insightful and urgent asthey were fifteen years earlier.

Goodlad, John and Keating, Pamela,eds. Access to Knowledge: The Continuing Agenda for OurNation's Schools.New York: College Entrance Examination Board, 1994. (P50 G66 1994)
 

A collection of essays which deal withthe failures of the Nation's school systems. With an eye toward establishingequity in education, such diverse subjects as at-risk students to schooland district organization are considered. The essays not only reflect theproblems in schooling, but also suggest some ways in which educators andadministrators alike might tackle the problem.

Goodlad, John and Klein, FrancesM., et al. Behind the Classroom Door. Worthington, Ohio: CharlesA. Jones Publishing Co., 1970. (P10 G66 1970)
 

This work has the development ofstudents of education, the continuing training of teachers, and the restructuringof schools to fit the community and surrounding social climate as it'sbasis. This collaberative effort incorporates a broad range of ideas.

Goodlad, John and McMannon, Timothy,eds. The Public Purpose of Education and Schooling. San Francisco:Jossey-Bass Publishers, 1997. (P20 G66 1997)

This collection of essays examinesthe civic nature of education. Democratic ideals and how education perpetuatesdemocray are considered. This work not only examines the questions of schoolreform, it attempts to offer solutions, such as a re-thinking of the currentproperty-tax system.

Halpern attempts to synthesize and summarizethe large body of research literature that deals with the ways that malesand females differ in their cognitive abilities. She examines psychological,biological, and societal influences on these abilities.

A workbook with exercises, questionsand reveiws designed to help the individual practice and develop the skillof Critical Thinking. The problems and exercises in this book are designedaround real-life situations in order to more closely adhere to the principalsof active learning.

 Assessment and Evaluation in WholeLanguage Programs attempts to answer some of the critical questions beingasked about the role of whole language in the schools. The collected essaysexamine the growing body of research on whole language and offer some practicalsuggestions for addressing the assessment and evaluation of students.

This NEA publication poses two questions:what are the most important thinking skills, and how can they be most effectivelyenhanced? Research findings and possible programs are presented in response.

The Oklahoma State Department of Educationcreated this handbook to serve as a referential starting point for theplanning of thinking skills instruction. This handbook defines frequentlyused terms and challenging goals for the instruction of thinking skills.Useful ideas are presented for incorporating thinking skills in the contentareas.

Theoretical ideas are presented on importantquestions and issues concerning student thinking. Separate chapters aredevoted to four major subject areas: literacy, mathematics, social studies,and science. Subsequent chapters provide strategies and activities forthe classroom.

A result of the author's research, thisbook examines issues central to human cerebral asymmetries. It presentsup-to-date research in brain lateralization with particular emphasis ongender and handedness factors.

This report attempts to provide teachersof the primary grades with a brief summary of psychological research andtheory concerned with the developments of cognitive skills in young children.In addition, the application of current findings in practical ways is stressed.

 While acknowledging that curriculumintegration is not a panacea, this book does highlight many of its strengthsand describes a variety of curriculum integration options. The value ofhigher-order thinking and learning skills is stressed and a vehicle isprovided for their integration into the curriculum.

 Johnson gives suggestions on howto enhance the thinking skills of children, as well as how to create aclassroom atmosphere that encourages philosophical dialogue among students.The pros and cons of this philosophy are discussed in later chapters.

 The major thesis of this bookis that good instruction needs to be grounded in what is known about learningand that both teaching and learning are processes to be considered acrosscontent areas. Attention is directed to what strategies need to be employedin order for students to learn a specific subject and what teachers cando to help students learn how to learn. The model of strategic teachinghighlights the importance of this teaching/learning connection.

Models of Teaching provides an introductionto the complexities of teaching and an array of alternative models of learningand teaching that have been tested in actual learning situations. Eachone incorporates the theoretical considerations upon which it is based,including reports of the empirical research which supports it, and acknowledgmentof unresolved issues during optimal use.

The authors of this text offer a curriculumand pedagogy for preservice teacher education field experiences that isheavily influenced by preservice teachers' perspectives and experiences.The stated purpose is to provide preservice teachers with realistic viewsof the prospects and problems associated with working in schools whileproviding a framework for discussion, critical reflection, and research.

Kohl's tenth book on education focuseson developing as a teacher. Throughout, he contends that committing oneselfto the development of the child rather than to the regimented trainingof the pupil is the only way to grow as a teacher.

Kozol presents the extremes of wealthand poverty in America's school systems and their effects on poor children.These issues are addressed to urge teachers to think about what is importantin educational development today and to stimulate debate as they are discussed.

Themes addressed in this compilationinclude understanding staff development as a continuous means for growth,confronting the personal learning about oneself in relation to one's studentsthat is necessary for true development, and the role of the teacher asleader, learner, and colleague in shaping a professional community.

 The author presents her readerswith an introduction to the Montessori movement, relevant photos, recentresearch, and much of Maria Montessori's own writing. While outlining themovement's philosophy and educational methodology, Lillard warns againstits over-rigid application.

In this collection of essays publishedby the Association for Supervision and Curriculum Development, eight leadingscholars and researchers in education express their viewpoints and findingson the topic of intellectual development. The purpose of this edition isto amplify and clarify what educators mean when they talk about "teachingthinking skills." With the current trend towards the development of trainingprograms for teachers and new curricula for students to nurture intellectualgrowth, this text aims to provide a broad framework and philosophical pointof reference on which to build.

The author proposes that instructionin the language arts stimulates the thinking process. Each of the fourtypes of thought, which the author feels are compatible with English andlanguage arts instruction, are discussed in detail, including contextualthinking, thinking that constructs meaning, knowledge-development thought,and thinking that results in higher-order learning.

The authors of Tactics of Thinking havedeveloped a framework intended to be the basis for curriculum and staffdevelopment programs. They have organized and clarified research and theoryfrom several sources, including philosophy and cognitive psychology, ina form intended to be useful to practitioners. The book challenges educatorsto rethink conventional views on such matters as student motivation andreward systems and the relationship between thinking skills and contentknowledge.

Visual thinking and methods of improvingit are the focus of this book. The author is convinced of the importanceof different types of visual thinking and supports his opinion with a varietyof examples.

This text focuses on three major concerns:Part One, "The Process of Learning," addresses the principles of learning,language, and cognitive development as a basis for the more specific practicesof the classroom; Part Two, "Psychology and the Child," explores perceptualprocesses, mental functioning and personal adjustment; and, Part Three,"Factors in Classroom Learning," is devoted to the teaching process itself.The purpose of this book is to supply introductory theoretical materialto be used with seminars, small group work, individualized assignments,and clinical or participatory experiences in schools.

Designed for courses in both the undergraduateand graduate education curriculum, Nelson provides both the pros and consof current issues in education, stimulating critical thought and debatein the classroom.

This text calls for an increased focuson multicultural and anti-racist education as well as feminist pedagogyand critical pedagogy. Contributors from the United States and Canada considerthe issues of race, gender, class and ethnicity along with other issuesin order to advance the cause of education in an increasingly multiculturalsocety.

This volume is a collection of Paul'sessays written with the intention of persuading educators that criticalthinking is necessary to cope with the modern world and should be the coreof educational reform. The history, theory, and applications of criticalthinking are all thoroughly covered.

Perkins argues that the heart of educationalreform is in revising the way the students are taught. His research andthat of others shows that students, from first grade through college, oftenhave only superficial knowledge of subject matter despite considerableamounts of instruction. Perkins goes on to present a variety of methodsto rectify this situation.

The author of this book believes thatstandardized tests given once or twice a year are narrow measures thatdo not do justice to the child as a developing person. He challenges testmakers, teachers, curriculum developers, principals, and even students,to question themselves about their educational goals and to then developassessment methods that support these goals.

This text is Piaget's pioneering studyof the development of intelligence in six stages, from the use of reflexesto the invention of new means through mental combination. This innovativestudy has been influential in several fields, particularly child psychologyand the psychology of learning and thinking.

This book focuses on disadvantaged learnerswho need assistance with thinking processes. It is a compilation of essayswritten by professionals in the field of education and deals with techniquesand strategies to help the student.

This text presents an invitational approachto education. Both attitudes and specific practices are suggested thatteachers can employ to increase students' motivation, performance, andsatisfaction with the school environment. This approach is based on anunderstanding of intrapersonal, interpersonal, and institutional messagesand this understanding can be invaluable for teachers.

In general, this book contains an overviewof the types of cognitive processes along with a discussion of the importanceof thinking and perception skills. Further, the subjects of teaching thinkingand program development are discussed.

The author acknowledges the great needfor higher order thinking among secondary school graduates in the UnitedStates. She proposes a design for a thinking skills program that will satisfythat need. The program is thoroughly outlined from the theoretical basethrough to its implementation.

This book emphasizes the importanceof thinking capabilities and ways to promote them in the classroom. Researchin actual classrooms from primary grades through the university is presentedto support Rath's theoretical conceptualization of thinking. Practicaladvice and recommendations are provided for instructors to teach for thinking.

Writing about the future of educationaldevelopment, the contributors to this ASCD yearbook focus on knowledgeand thinking, two major trends affecting curriculum development in thenext decade. Research and practical ideas on these issues are presentedin different content areas.

The general concern of this book isinterpersonal self-fulfilling prophecies. That is, the connection betweenteacher expectation and pupils' intellectual development is examined. Thefindings presented here are the result of a research program on the effectsof interpersonal self-fulfilling prophecies that was in operation for overten years.

This renowned text is designed in aquestion format, invoking critical thought about the field and foundationsof education. It is organized into the critical social issues that affectyoung people and American schools today.

Siegel provides a thought-provokingdeparture for reconsidering the nature of critical thinking and what itsuggests for the classroom. The monographs in this series aim at examiningunderlying assumptions, reaching new conclusions, and taking new action.

This is a thorough and coherent accountof comprehension and learning, reflecting issues in educational and cognitivepsychology, psycholinguistics and applied linguistics. Rather than servingas a methods book, it familiarizes teachers with these issues and encouragesthem to think of practical applications.

Excellence in Art Education was preparedin response to the excellence-in-education movement of the early 1980's.These studies and reports criticize those conditions which inhibit learningand creative thought in the schools and offer a remedy that includes abasic general education of traditional subjects as well as literature andthe arts.

The focus of this paper is the questionof how intelligence can be taught rather than how it can be tested. Theresearch presented seeks to understand intelligence in terms of the componentprocesses that make up intelligent performance. The theory of componentialintelligence is described and three related programs to train this intelligenceare reviewed.

The result of research in cognitiveability, Making the Nation Smarter, focuses on the intergenerational transferof cognitive ability. It examines a number of programs which attempt towork toward that end, including the Perry Preschool Project, Project HeadStart, and Intergenerational Literacy,among others.

This book states the need for studentsto learn critical thinking and reasoning skills while encouraging teachersto become an important role model in the classroom. In addition, it aidsteachers from all grade levels to implement these classroom skills in everysubject matter.

Valett attempts to help teachers andpsychoeducational therapists develop the cognitive abilities of learning-handicappedchildren. A basic premise of this book is that all teachers should givepriority to the evaluation of fundamental thinking, processing, and problem-solving.

Reflective Teacher Education offerscase studies from seven universities that have organized teacher educationprograms around the concept of reflection. The cases represent public andprivate institutions, and both alternative and traditional models of teacherpreparation. The studies demonstrate efforts to transform the entire professionaleducation component, rather than individual courses and/or isolated strategies.

Methodology Texts

Allen, Dorothea.Hands-OnScience. West Nyack, NY: The Center for Applied Research in Education,1991.

This book attempts to relate scienceknowledge to everyday observable life and to provide experiments and activitiesfor students. It uses an integrated approach to learning, providing individualand group activities.

Through detailed activities, this handbooktakes reading beyond the written word showing how photographs, drawingsand even sounds can give a message its own particular bias. The purposeof this handbook is to help make teaching and learning more effective,thought-provoking and exciting.

This book provides activities and problemsdesigned to motivate a mathematics classroom, including problems that areinteresting and present a challenge, problems based on real situationsthat can be understood by the student, puzzles, mathematical games, and"project-oriented" mathematics.

The central thesis of this book is thatthe main goal of social studies should be to help students develop theability to make thoughtful, reflective decisions so that they can resolvepersonal problems and shape public policy by participating in intelligentsocial action.

Safe, scientific investigations andexperiments are provided for students with a variety of experiences indiscovery, problem-solving, and logical and creative thinking.

 Berberich has compiled a comprehensivecurriculum guide which synthesizes the study of fiction and the developmentof critical thinking skills. Intended for teachers of high school students,the guide introduces theories and philosophies in literature to elicitthoughtful responses.

Nurturing Early Promise is an outstandingresource of open-ended activities for young children. The activities encourageimagination in terms of creative thought and action. In addition, theyare easily adaptable to different age and ability ranges.

This book contains chapters on motorskills, sensory experiences, thinking skills and language development.The author provides activities that help children recognize and understandwhat they see.

 This practical reference is forcurriculum developers, educational faculty, veteran teachers and studentteachers. This handbook is designed to provide basic information on thebackground of the social studies curriculum and provide current informationon publications, standards, and special materials for K-12 social studiesclassrooms.

The activity pages in Amusements inDeveloping Thinking and Survival Skills provide important practice in topicswhich are necessary for success not only in language arts and mathematics,but in other disciplines as well. The material is designed for grades fivethrough nine, but the subject matter is also suitable for younger, or moreadvanced students.

Designed for students in grades fourthrough six, Mastermind is a series of organized activities to help teachersidentify and develop their students' critical thinking skills. The activitiesare applicable to a number of subject areas.

Working from the basic premises thatchildren learn to read by reading and to write by writing, this book clarifiesthe concepts of whole language and offers innovative ideas to apply inthe classroom. The intent is to make learning and the application of knowledgemeaningful.

By employing instruction methods andprocedures, this program aims to help students develop their life skills.The intended result participating as independently as possible in the home,work, and community.

This volume offers strategies for themathematics teacher that take into account the cultural environment andprovides approaches that can be applied to the full range of the schoolpopulation. The author begins not with idealized outcomes, but with theexperiential foundations shared by all learners.

 Offering educators a variety ofgames dealing with teaching objectives, the goal of this book is to provideparticipants with an opportunity and framework for critical thinking.

This book will help youngsters achievea sense of accomplishment, and will help develop essential life-long socialskills, while promoting leadership abilities, through mathematics activities.The games and activities employ a wide range of math skills and enhancea cooperative learning environment.

Devine describes specific ways teacherscan assist their students in mastering skills needed to succeed in schoolbased upon the belief that thinking can be improved, human intellect sharpened,and academic ability increased. Devine discusses such topics as thinkingprocesses and how they can be taught.

The central feature of this book isto explain the theories of art while trying to capture its essence. Italso discusses the anti-theory movement which contends that art could notbe defined in the manner that earlier theorists assumed. Aesthetics servesas an introduction for students and a frame of reference for thinking aboutart.

 This handbook does not seek toprescribe any particular form of curriculum, nor does it follow a particularset of standards or guidelines. Instead, it provides a general groundingin the mathematics curriculum, so that one can use this information andthen proceed in the best suited direction according to budget, school,or district.

The goal of this book is to help teachersplan their lessons to assist students in their moral-ethical developmentin learning. The book itself is written in outline format and figures andtables have been freely used to communicate complex notions and conservereading time. It provides tools and a sense of direction which make itpossible for teachers to prepare and implement instructional units.

The primary goal of this book is tohelp develop problem-solving skills for middle school and high school studentsthrough the application of critical reading and thinking. This book maybe used as a supplement to a standard mathematics curriculum or as a componentin a critical thinking program.

While it is generally agreed that thechild's imagination is a good thing and ought to be stimulated in education,few teachers fully understand what the imagination is. Egan sets out torectify that situation and to provide practical classroom techniques todevelop students' imaginations in their middle school years.

Mathematics and mathematics instructionare currently undergoing sweeping changes from influences such as microcomputersand new assessment technology. This book presents an overview of thesechanges by experts in the field and reviews those practices and their implications.

Values education can be broadly definedas the systematic effort to help students identify and develop their personalvalues. To educate for values is to provide opportunities for studentsto choose between competing values and to live with the consequences oftheir choices. Students are asked to critically think about their own valuesand to grapple with those of others.

The author provides a distinctive instructionalapproach that focuses on the development of higher order thinking skillsneeded in problem solving and invention. A systematic program specificallydesigned to actualize the unique potential of gifted learners is presented.The program interfaces readily with existing curricula, and numerous examplesare included to show how to apply the thinking skills in various contentareas.

The focus of this book is a theme studiescurriculum on collaboration and cooperation in an NCTE designated Centerof Excellence. Through case study descriptions, the authors reveal howtheir elementary students learn valuable social skills as they work togetherto solve problems and research projects.

This book combines practical methods,subject matter and activities on how to teach science to children ages5-12. In Part I, the author discusses why science education is basic tochildren's schooling and explains the foundations that give it form andsubstance. Each of the seven chapters in this part develops a broad competencyof related teaching skills. Part II has twelve chapters of subject matter,broad investigations, and activities.

 Tribes is a book that goes beyondthe fear of failure and shows today's educators ways to create a positivelearning environment where students can build on the experience of success.The program attempts to prove that the power of peer support can increaseself-esteem and motivation to learn while developing respect and admirationfor teachers and school. Gibbs explains the theory and details instructionsfor building cooperative learning groups.

The purpose of this book is to showhow children learn and understand elementary mathematics. Demonstrationson how such knowledge is developed are provided to improve mathematicseducation and to create positive learning experiences.

This volume will be of help to thoseteachers who want to find additional ways to involve their students inprojects that encourage, or even require, creative and critical thinking.It presents articles describing methods that involve students in languageand communication study in such a way that significant thinking occurs.

More than 200 activities are describedto help stimulate the development of creative and critical thinking skillsin gifted and talented learners. These high interest activities relateto content areas and skills across the primary curriculum and can be appliedin a variety of classroom settings.

This book centers on the importanceof reading aloud in the classroom and demonstrates ways to integrate readingaloud into an existing whole language program. Hennings identifies anddescribes specific teaching strategies to encourage students to go beyondlistening and to think about what they are hearing, to talk about ideas,and to write responses.

Discovery Unlimited is a workbook ofactivities designed to encourage the application of critical thinking skillsto the humanities. The activities examine the areas of art, literature,music, and architecture through approaches which may be new to the students.

 This handbook is a compilationof original lesson plans, 1st through 12th grades, from teachers acrossthe U.S., all of which emphasize cooperative learning strategies and criticalthinking.

The art experiences in this book enablechildren to acquaint themselves with the natural qualities of the earth.Children also learn to observe, create, and remain in touch with our changingworld, and to develop a caring attitude towards the earth.

Compiled by child development specialists,this resource book contains over 1,400 learning activities in 24 thematicunits, such as: measuring, stores, machines, friends, and storytelling.The activities are engaging and presented in clear lesson plans.

This handbook is designed to providebasic information on the background of the science curriculum, as wellas current information including critical thinking applications in publications,standards, and special materials for science.

A variety of activities intended tosharpen thinking skills are described in this guidebook. The activitiestake from 10 to 60 minutes and involve the entire class. While expandingtheir regular curriculum knowledge, students will develop their skillsin problem solving, decision making, as well as critical and creative thinking.

Filled with many thinking activities,Teaching Students to Think aims to develop thinking skills and promotetransfer. Since the author believes good thinking is more than just skillfulthinking, he encourages teachers to discuss the qualities of effectivethinkers, such as flexibility, openmindedness, and reflection, making thisa balanced program.

 This book gives strategies onhow to understand and remember information. By teaching students to generateappropriate questions, comprehension skills are improved. These questionsassist the students in establishing a purpose for studying and cultivatescareful reading.

Now that the Soviet Union no longerexists, and the Cold War is over, the United States must ask itself whatrole it will play in the 21st century. This text actively involves studentsin examining foreign policy issues. It encourages thinking critically andcreatively in this examination.

 This manual is geared toward theinstructor and discusses how to teach children philosophical thinking.It includes activities, exercises and suggested techniques on how to applylogical principles to life situations.

The author challenges the notion thatall computer work must be done independently. She emphasizes student interactionand cooperative decision-making and offers activities which reflect thisemphasis. Numerous in-depth lesson plans and handouts are included.

 The purpose of this book is todemonstrate drama techniques in language classes. One section is dedicatedto activities in which the student uses his or her own personality in creatingthe materials. These dramatic activities stimulate energy and imaginationamong the students. This book also includes three other sections whichcover observation, interpretation and interaction, all of which providea variety of activities in language learning.

This book outlines an academically orientedyet flexible curriculum designed to aid children in cultivating capabilitiesthrough self-study, skill training and a variety of behavior change experiences.This "internal curriculum" involves adapting for classroom use many ofthe sensitivity and awareness techniques from the human potential movement.The author describes 15 human functions, such as meditation, empathy, androle behavior and shows how they can be related to concrete problems andchallenges that face every teacher.

 This manual is designed for instructionalleaders who have as their responsibility the translation and applicationof critical thinking research to an implemented program of instructionfor the classroom.

Intended as a guide for teachers, thisbook explains and gives advice on implementing the RIOTT (Reading is onlythe Tiger's Tail) program. This language arts program argues that the traditionalsequence of decoding preceding encoding has not promoted the greatest motivationand learning possible. Instead, they offer the RIOTT program and researchto prove its success.

 The purpose of this package isto help adolescents recognize and understand other people's needs, feelingsand interests in interpersonal situations and to take them into considerationwhen taking actions that affects others.

The Visual Arts Teacher Resource Handbookis one of a popular series of practical references for curriculum developers,education faculty, veteran teachers, and student teachers. The handbookis designed to provide basic information on the background of visual artscurriculum, as well as current information on publications, standards andspecial materials for K-12 visual arts. Outstanding curriculum guides andcurrent trends are highlighted.

Activities from Midwest Publications'Analytical and Critical Thinking Skills program are presented for duplicationand use. These activities target a variety of thinking skills, includingfigural and verbal analogies, classifications, and verbal sequences.

This curriculum guide from The BankStreet College of Education shows early childhood professionals how todevelop their own curricula based upon the needs and interests of children.As with other Bank Street materials, the approach is based on a coherentset of values and goals for optimum development and anchored in the knowledgeof growth processes.

 Covering both elementary and secondarygrades, this content-area reading text develops a combined reading andwriting program that emphasizes critical thought. The basic theory andprinciples are introduced in the first half and are hypothetically appliedin the second half of the book.

This book is geared toward teachersof young children and designed to help them in making important decisionsabout teaching and curriculum. The activities are created to engage childrenand to elicit thoughtful responses to produce effective learning. The teacheris viewed as a planner of experiences, with a balance between teacher directionand child initiation.

 Newkirk strongly encourages teachersto help students get in touch with the basic process underlying criticalthinking. Points are given on how to use writing as a tool for thinking,rather than applying it as a formula.

A collection of thoughts by both educatorsand principals, the writings reflect both everyday experiences and philosophicalapproaches to teaching. The tensions of teaching are examined from manyperspectives.

 The author points out necessaryapproaches to the creative thinking process. He challenges the studentsto make an effort in developing higher-level reading skills.

This book brings together numerous descriptionsof classroom practices and procedures for teaching critical thinking. Mostof the descriptions have been written by master teachers from schools inall areas of Ohio.

The activities in this book are designedto help middle school students cope with life in the Information Age atthe same time that they are learning mathematics, science and health. Certainskills, in particular, are developed: accessing information of significanceand interest, processing information accurately and efficiently, and gainingnew knowledge from the assimilation of information. These are achievedthrough interaction with newspapers.

 This handbook has two goals: 1)to make the concept of optical thinking and the principles that underlieit clear, and 2) to show how critical thinking can be taught. It teacheshow to remodel lessons in order to apply and integrate well thought-outcritical thinking theory to the curriculum at hand. Additionally, it developsa list of teaching strategies, each highlighting an aspect of criticalthought, and illustrating how that aspect can be encouraged in students.

The main objective of this handbookis to demonstrate that it is possible as well as practical to integrateinstruction for critical thinking into the teaching of all subjects. Itis divided into two parts: "Putting Critical Thinking into Instruction"and "Achieving the Deeper Understandings." Both sections include samplelessons, program descriptions, and background information.

The intention of this handbook is toprovide some insights into one of the most significant theories about howchildren think and learn, as well as to present ideas for using Piagetianactivities and games in the classroom or home.

This handbook/sourcebook is meant forteachers, group leaders and parents in addressing conflict through exercisesand activities which nurture self esteem, build cooperation and communityand develop effective thought and communication. The book's message isthat peaceful co-existence must begin at home and school.

This teacher's guide is designed tobe used along with any world history text to increase the students understandingof the material. The exercise provided are to increase the students' comprehensionof world history through the use of a certain reading process guided byactivities. These activities will also develop the students' logical andcritical thinking skills, which can be used in all other content areasin addition to world history.

This companion to the teacher's guidenoted above is a student activity text that will aid in the reading comprehensionof world history topics. The exercises are designed to be used while readingand after reading. All of the material will help farther the developmentof reading and thinking skills that can be used in other areas.

The purpose of this curriculum programis to develop students' thinking skills. In addition to providing activities,teaching strategies which engage the learner in thinking operations aresuggested.

This book is intended to give readersancillary assistance in developing quality curricula and delivering instructionin academic, career, and life skills. It provides a starting point foreducating secondary-age students who have special learning needs throughthe use of problem solving and critical thinking techniques.

 This book includes bulletin boardideas, parent letters, teaching activities and worksheets for all seasonsand holidays which encourage critical thinking.

The purpose of this book is to helpstudents improve their problem solving techniques. In the four main parts,(Stages of Problem Solving, Tools of Problem Solving, Cases in ProblemSolving, and How to Improve Your Daily Problem-Solving Routine) a simplelearning technique is employed. The exercises and examples are of two types:general and student.

Stanford stresses the importance ofimproving thinking skills to meet such challenges as computerized jobsin a global economy, environmental deterioration or the depletion of ournatural resources. In this book, a series of activities is provided thatwill stimulate one's thinking skills.

Creativity in the Language Classroomprovides ideas to motivate creative thinking through the use of picturesor graphs, helping to illustrate situations for students to handle linguistically.

Written with a dual purpose, this bookattempts to develop children's facility in applying a wide range of skillsto real life problems and to teach them about significant issues in society.The six major themes covered in these activities are: energy, consumerism,environment, careers, publishing and media.

Imagine That! is a children's book thatposes hypothetical situations with "What if?" questions. The children goon a magical journey through their own imaginations as a result.

The purpose of this book is to helpteachers incorporate practical teaching methods for developing computationalskills. Children profit from explicit instruction to help them learn thinkingstrategies for solving basic facts. It argues that these strategies shouldbe an integral part of instructional programs.

This book encourages readers to thinkabout and determine different styles of art. It helps students see morethan the finished product by helping them to consider the artist's intentions.

Two complementary instructional booksand a teacher's guide form this Thinking Through Language program. Basedon the premise that thinking skills are often associated with students'ability to read and write beyond mere repetition of material, the responsibilityof developing these thinking skills often falls on the English teacher.Thought provoking activities and exercises in this series are of greatassistance to those teachers.

Using easy to gather materials, suchas apples, stones, water, and wool, students discover, explore, and create.The activities in this book capitalize on creative thinking and incorporateliterature, song, dance, history and crafts in an interesting learningformat.

The authors intend to provide teacherswith materials which allow them an active role in examining and evaluatinginstructional techniques. In all, they describe eighty-two strategies andpractices in reading instruction. The strategies are arranged thematically,including topics such as Comprehension Development, Discussion and CooperativeLearning, and Intervention Programs for At-Risk Readers.

 The first chapter of this bookattempts to show how creative activities can become central to the entirelearning process. From that point, specific practices and encouragementskills are presented in detail.

 This program has been designedto teach skills that will make it easier for students to express themselvescreatively. The first three levels of the program start with basic elementsand progress to more complex concepts. The program is designed as a basicvisual foundation to be used either by classroom teachers with no specificart background or by art specialists for instruction that complements anexisting curriculum for 5 to 8 year olds.

An easy to use book, Bones, Bodies andBellies helps children understand how their bodies are put together, howtheir body systems work, and the nutrition required to keep their bodiesworking properly. Hands-on activities stimulate thought and discussionthroughout.

Presenting a variety of critical thinkinganalysis games, this activity workbook attempts to improve the studentsanalytical skills.

The activities in this book are designedto turn TV into a teaching tool. It presents opportunities for predicting,comparing, analyzing, discriminating and evaluating. The format is student-directedand eliminates the need for teacher or parent preparation time.

 Wahl has developed a book to motivatestudents who may not be attracted to the subject of mathematics by integratingtopics such as history, design, writing, botany, and others into the mathematicscurriculum. Thinking skills are developed through the encouragement ofplanning, problem solving, organization and analysis of results, analogicalthinking and spatial visualization.

Using Piagetian ideas about how childrenthink and how their minds grow and develop as the theoretical base, thiscurriculum consists of constantly changing activities which may be focusedon the process of learning rather than on facts or subject matter withinthe given range of preschool behaviors. It pays particular attention tothe developmental levels of individual children.

The objective of this book is to explainhow to solve problems with the help of creative games and ideas, whileproviding the teacher with alternatives or creative supplements to enhancethe typical classroom setup.

This series introduces a full rangeof basic language and reasoning skills around central themes. Early volumespresent themes including: colors, shapes, and sizes. As the students progressthrough the series, they acquire identification, synthesizing, and otheranalytical skills through activities based on these three themes.

Activities/Teaching Aids

Allen,Layman E. Wff'n Proof: The Game of Modern Logic. New Haven, CN:Autotelic Instructional Materials Publishers, 1962.

The primary aim of this package is toencourage a favorable attitude towards symbol handling activities in general,to teach about mathematical logic and to provide practice in abstract thinking.It includes 21 games grounded in the belief that learning should be fun.

This game is designed to introduce theplayers to some of the techniques used to distort the thinking process.One of the major skills involved with Propaganda is that of attemptingto identify propaganda techniques and to foster greater clarity of thought.

Probability Kit is a resource meetingthe needs of many gifted students. It is an activity intended to stimulatecritical thinking, encourage problem solving done independently, whileincreasing the students desire to investigate.

Adventures with Clifford is a storytellingboard game where children work together to reach a common goal throughcooperative play. The game is designed to stimulate young imaginationsand encourage the sharing of ideas to develop unique stories each timeit is played.

Choices poses real life situations thatrequire careful consideration. Students project how they might react orwhat might happen. In doing so they learn more about the decision makingprocess and themselves.

In this game children are presentedwith everyday problematic scenes on cards. They must first name and describethe problem and then explain why it might be wrong or dangerous.

Global Pursuit challenges players tolook at the world and geography from a variety of perspectives. The rulesare flexible, allowing a variety of uses.

Playing Shakespeare is a game of charadesin which players recite lines from his plays and mime the missing words.The game is an excellent means of enlivening the study of Shakespeare andencouraging student interaction.

Using this kit can be an exciting wayto inductively learn to recognize many of the hieroglyphs seen in Egyptianinscriptions. From the stamps and guide provided, personal hieroglyphicmessages can be created.

A card file of activities with an accompanyingGuide to Learning-Teacher's Guide. The cards are visually attractive withphotographs, diagrams, activity ideas, critical thinking questions andmore. Sets of cards are divided into categories: 1) People and Environment2) Plants, Animals and Environment and 3) Earth: Life's Environment. Thecards are appropriate for children to use independently.

This simulation game is centered ona distribution of wealth in the form of chips. One of the lessons of theexperience is the importance of the social system in determining individualbehavior. Students are made to think about the relationships between society,behavior, and wealth.

 Subtitled, "The 4-R Solid WasteReducing Plan," this program is organized into ten 40-50 minute lessonswith an entertaining filmstrip. "Pupils analyze their personal solid wastepractices and determine which practices need improvement. They then planspecific ways to implement changes."

This hands-on activity provides a tactilemath experience. The cubes are suitable for lessons in geometry, countingand for visualizing the third dimension.

Audio/Visuals

Brandt, Ron. MoreProductive Teaching. Audiocassette. Alexandria, VA: Association forSupervision and Curriculum Development, 1987.

Models of teaching and the need formore productive teachers are discussed on this audiocassette. It also talksabout how to teach critical thinking skills.

A variety of issues and questions dealingwith critical thinking are discussed on this audiocassette. For example,a response is given to the question, "Does the teaching of thinking putable thinkers at risk?" Another topic touched upon is how a student's thinkingprocess can progress through changes in a teacher's behavior.

The high school curriculum, culturalliteracy and critical thinking are some of the topics on this audiocassette,as well as practical programs.

This audiocassette program is basedon four parts and covers such questions and topics as what it means tothink critically, how to uncover the assumptions of others, exploring one'sown assumptions and how to create an atmosphere that fosters critical thinking.

This ABC News Special Video is a presentationof model schools in America, encompassing educational reform, innovativeteaching techniques, learning disabilities, multiple intelligences (HowardGardner), educational psychology, and metacognition/critical thinking.

This video and corresponding facilitator'smanual focuses on techniques for successfully using cooperative learningin the classroom, showing collaborative learning in action, explaininghow to plan and implement cooperative lessons, and presenting differenttechniques for structuring lessons. Also included in the manual are workshopactivities.

Cultivating Good Teaching is a seriesof four video tapes (VHS) accompanied by a guidebook which illustratesspecific elements of Madeline Hunter's instructional model. The lessonsfeature New Jersey classroom teachers and are concretely illustrative.The guidebook contains scripts of each lesson.

This is a striking documentary of theeffects of a two-day lesson by a third grade teacher, Ms. Jane Elliott,designed to awaken her students to the effects and experiences of discrimination.The former students comment about the experience after viewing the filmmade about it, THE EYE OF THE STORM.

Goodlad summarizes his views in a two-partprogram including "School Reform" and "Teacher Preparation." These twoissues are at the heart of the educational reforms of the 90's and arepresented to stimulate discussion and encourage further action by administrators,classroom teachers, and pre- service teachers.

This unique and highly acclaimed programrealistically simulates the experience of having learning disabilitiesand presents problems and solutions for educators, parents and professionalswho instruct the learning disabled. The program includes a discussion ofmainstreaming, discipline, and self-concept among other topics.

This audiovisual is a carefully developedinstructional sequence designed to improve the student's ability to solvemultiple-step story problems. It gives special attention to problems thatrequire the location of pertinent information presented in diagrams, signsand tables. The program may be used by students independently or with ateacher presentation.

This series of Mastery Teaching videotapeswere developed to increase the teaching effectiveness of those workingwith teenagers and young adults. The book and videotapes of renowned educatorMadeline Hunter present teaching techniques that are applicable to alldisciplines, learners and methodologies and adaptable to a range of stylesand personalities.

Learning in America is a highly acclaimedfive-part documentary series on the state of American education hostedby Roger Mudd. The one-hour segments focus respectively on our educationalsystem in comparison to others, children at risk, the curricula of theschools and survival in the 21st Century, efforts to improve the qualityof American teaching and the allocations of resources for the schools.

Produced by Instructivision and theNAESP, Dr. Elaine Bieger, a professor in Montclair State's Reading andEducational Media Department, explains what whole language is, is not,and how to develop skilled instruction within the whole language class-room, along with evaluation strategies.

 This audio learning cassette isdesigned to provide the opportunity to explore in-depth critical issuesfacing educators today.

The program of assessment featured inthis video series is designed for student choice and requires higher levelthinking skills, such as synthesis and evaluation. Redesigning Assessmentfrankly discusses the high standards teachers need to set and the investmentof their time which is necessary for the success of performance assessment.Further, it demonstrates the rewards of these efforts in actual classrooms.

This videotape presents the variousadvantages of performance and exhibition assessment to those of conventionaltesting. Discussions concerning objections to the traditional curriculumand barriers to curriculum testing are presented as well.

This video is designed to promote thoughtabout the quality of staff development programs and to offer a new conceptof school improvement through staff development involving teachers, students,parents, administrators, and the school district.

Six videotapes are included in thistraining program for teaching skills in the K-12 classrooms. A strong beliefguiding the implementation of this program is that for any long-term changein instructional methods to occur, staff must develop ownership for andbelief in the impact those changes will make on their students' learning.Teachers are trained in 22 skills (tactics) within this program.

The process of critical thinking includinganalysis, reflection and synthesis is applied in the science classroomin this video. An emphasis is placed on the importance of quantitativereason for this inductive learning to occur.

Susan Stamberg hosts two programs tapedon location in Eastern Europe which focus on the changes taking place inthe schools as a result of recent political upheaval. Featured are suchthought provoking questions as: How does one teach about free enterpriseand democracy in nations whose citizens have lived with communism for halfa century? Interviews with Diane Ravitch, Mary Butz, Ezra Solomon and ChesterFinn are highlighted.

This is a four-part, video-based staffdevelopment program for educators and pre-service teachers. The topicsexamined are: Issues in Teaching Thinking, The Skillful Thinker, Teachingfor Thinking, and Teaching of and About Thinking. These videos are supportedby a user's guide, transparency masters, and audio-cassettes. This comprehensiveprogram can be adapted for self-study or faculty workshops and featuremany experts in the field of critical thinking.

Computer Software/Multimedia

ABC NewsInteractive. The Great Quake of '89. New York: American BroadcastingCompany, 1989.

ABC News has taken highlights of theearthquake which hit the San Francisco Bay area on October 17, 1989 andadded them to new material for this interactive videodisc. It allows studentsto examine the events of the earthquake, media coverage of the earthquake,and the effects of both. The videodisc format is thoughtfully designedso that students have the power to choose what they see and in what orderthey see it.

This multimedia package includes a two-sidedvideodisc, hypercard program and a curriculum guide which explores theissue of AIDS. A wealth of current information is presented in videoclips,fact files, interviews, and visual aids to assist students in learningmore about AIDS either by exploring the information independently or byrunning teacher-prepared documentaries of information.

ABC News has put together this videodiscand accompanying materials to present to students the topic of drugs andsubstance abuse. The multimedia approach makes the information meaningfuland memorable, with news clips of past events, statistics, and expert commentaryon the effects of drugs from caffeine and steroids to cocaine and heroine.A Spanish translation is available on a second audio channel

Through the use of maps, fact files,timelines, interviews, and actual news footage, students can learn aboutCommunism and the Cold War. This information can be viewed as a video,presented by ABC News' Ted Koppel, explored in documentaries, preparedby students or teachers, or chosen at random in segments selected fromthe guide through the use of a bar code scanner. A wide variety of learningstyles are accommodated by this interactive format, while students examineCommunism, the origins of the Cold War, the super power struggle, disarmamentand other related issues.

This program provides a variety of interestingactivities geared to varying age groups and learning styles. Thinking skillssuch as discrimination of critical cues, sequential reasoning, and self-monitoringassessment are employed to teach children organization of thought.

This laser disc program is designedto develop group processes and leadership skills that are critical in goodgroup facilitation. Teaching with Groups! introduces a variety of systematicgroup practices suitable for meeting educational goals.

Story Tree is a writer's tool whichallows users to create and read their own branching stories. It providesstudents the opportunity to use their imagin-ations and make intelligentchoices.

 Going beyond a mere video gameplaying experience, Playmaker Football requires users to apply creativity,organization, and planning. They choose players in a draft, decide on whichplays will be most effective, and watch those plays executed on the field.

Creativity, Unlimited encourages studentsto think critically, producing geometric designs and patterns on the computer.The program guides them in looking for alternative solutions to problemsand in creating intricate designs.

Attributes for Successful Employabilityis an interactive laserdisc that presents real-life work situations whichexplores, evaluates, and reviews decision making in an interesting, interactivevideo format. This level three laser disc is designed to prepare a morecapable and productive work force by simulating actual experiences ratherthan redefining employability skills.

This Apple software program introducesseveral problem solving techniques with a broad range of strategies andprocesses. The skills developed through this activity include visual discrimination,spatial perception and logic. It is recommended for grade levels 4-9.

Investigating Science: Treasures fromthe Deep contains three types of video material: documentaries, short videoclips, and a library of more than 600 slides accessed via a remote control,computer keyboard or bar code scanner. Teachers and students can utilizethe visual resources on the disc for whole class presentations, group learning,independent student research, or for creative multimedia reports.

Poetry in Motion is an interactive CD-ROMwhich features many contemporary American poets. Printed text of a poemis provided, both as the poem is published and performed. Video clips areincluded of the artists performing their work and in interviews. This formatencourages students to examine the artistic process and alternatives availableto writers while engaging them in the poets' works.

This interactive software program isdesigned to allow children to learn by exploring. As they travel throughProfessor Spelunx's caves, they can choose to investigate gravity, planets,terrariums, and more. They can also create writing diaries and draw picturesusing the computer.

Based on the book written by MichaelR. Valentine Ph.D.., How to Deal with Discipline Problems in the Schools:A Practical Guide for Educators, this interactive laser disc is designedto provide practice in identifying questionable communication between theteacher and student within the context of five simulated class periodsat a Junior High School. Each class period portrays a different disciplinemodel and philosophy of education. The user must assist the teacher inchoosing a more effective dialogue for clearer communication.

The Carmen Sandiego programs have studentstrack criminals across Europe, the world, and time, learning geography,the arts, history, and more. The enjoyable sleuthing format allows learnersto use accumula