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In this issue ...To See Beyond the Lesson Jacqueline Grennon Brooks Why we must make meaning making the core of teaching.
Knowledge AliveDavid Perkins To create, communicate, organize, and act on knowledge—these four skills encompass a neglected curriculum.
The Engaged Classroom Sam M. IntratorHow to replace what teens experience as “slow time,” “fake time,” and “worry time” with learning time.
You Can Teach for Meaning Jay McTighe, Elliott Seif and Grant Wiggins Teaching for understanding is not impractical in the real world of standards and testing, these authors attest.
Facts or Critical Thinking Skills? — What NAEP Results Say Harold Wenglinsky Across the subjects, teaching for meaning connects with higher NAEP scores.
Snapshots of Meaning-Making Classrooms Jacqueline Ancess Urban students explore powerful ideas from multiple perspectives.
Reading and Rewriting History Sam Wineburg and Daisy Martin The ability to judge the quality of information can no longer be considered extra credit.
Using Technology to Dig for MeaningStone WiskeWhich digital applications enhance teaching? The Teaching for Understanding framework provides guidance.
Launching Self-Directed LearnersArthur L. Costa and Bena KallickEstablishing effective feedback systems can help students manage their own learning.
Projects That Power Young Minds Judy Harris Helm Why child-initiated projects should be central in the early grades.
Inquiring Scientists Want to Know Alan Colburn Inquiry-based science activities hone skills in critical thinking.
The Art of Changing the Brain James E. Zull Our growing knowledge of how the brain learns suggests counterintuitive strategies for teaching.
A Time and a Place for Authentic Learning Joseph S. Renzulli, Marcia Gentry and Sally M. Reis Cross-grade enrichment activities pique student interest.
Landscapes for Learning Cathy Cochrane At Campus Calgary, students learn at community agencies—from a wildlife sanctuary to a homeless shelter.