Learning how to learn

ences. We can be certain that whatever strategies we use at any given time, our students will not react identically. In fact, there will be vast differences. Every attempt at curriculum reform is accompanied by the question; what do we do about students for whom the approach appears to be a difficult one? Each time a teacher employs a new strategy of the question arises similarly; what do I do about the students who are made uncomfortable by the new approach? Over the last twenty years my closest colleagues and I have been forced to address this question many times as we have attempted to classify alternative models of teaching and teach teachers how to use them.