Articles By and About Dr. Maiorana

Articles By Dr. Maiorana

 

 

 

 

  • Maiorana, V.P. (2018) – Strong evidence: the impact of roteism instruction on teacher education, and school and college teaching and learning. Based on Chapter 6 – Evidence of How the Issues Bock Critical Instruction and Learning, in Maiorana, V.P. (2015). Fixing Instruction – Resolving Major Issues with a Core Body of Knowledge for Critical Instruction. Lanham, MD: Rowman Littlefield.

 

  • Maiorana, V.P. (2007) – Subject Matter DNA. Long Island Education Review, The Long Island Education Review. Spring, 2007.
  • Maiorana, V.P. (1985) “The Critical Thinking Dimension of John Dewey and Its Impact on Teaching,” Educational Dimensions. N.Y. State Association of Two-Year Colleges. Educational Dimensions, Issue Five …https://eric.ed.gov/?id=ED264923
  • 1985 – Procognitive Individualized Instruction. VP Maiorana – 1985 – ERIC ABSTRACT The facts and ideas of subject matter are of little or no value unless such facts and ideas are used to promote thoughtful discourse. Those who teach with this idea in mind can be said to be thinking-skills centered or procognitive; those who teach without this idea https://eric.ed.gov/?id=ED271094
  • An Instructional Design Innovation: Why not Use Systems Analysis to Teach Systems Analysis?VP Maiorana – Journal of Computer Information Systems, 1985 – Taylor & Francis Victor P. Maiorana (2016) An Instructional Design Innovation: Why not Use Systems Analysis to Teach Systems Analysis?, Journal of Computer Information Systems, 26:1, 1-3, DOI: 10.1080/08874417.1985.11646777Viewed psychologically and not simply linearly [ie, as output-input-process) the cycle is the essence of systems analysis problem solving cycle itself, data flow diagrams, systems flowcharts, or structured English, the IPO paradigm [which as mentioned above is actually thought of as OIP) is at the…https://www.tandfonline.com/doi/pdf/10.1080/08874417.1985.11646777
  • Maiorana, V. P. (1998). Cognitive Grammar – An International Language for Critical Thinking, Reading, and Writing. Language and Communication in the New Century. The American Society of Geolinguistics, New York.
  • Maiorana, V. P. (1996). “A Constructed Grammar of Subject Matter.” Constructed Languages and Language Construction. The American Society of Geolinguistics, New York.
  • Maiorana, V. P. (1993). Language and the Analytical Classroom. Language in Contemporary Society. The American Society of Geolinguistics, New Yolrk.
  • Maiorana, V. P. (1991). Purposeful and Transformational Teaching and Learning. On Long Island – Telecare TV Channel, Television interview with Fr. Thomas Hartman, spring, 1991, Garden City, New York.
  • Maiorana, V. P. (1991) “The University Classroom of the Future, Teaching that Matches the Challenge of Change.” A paper delivered at the International Conference on The Future of the University: The Challenge of Change in Europe and America, University of Perugia, Parma, Italy, September 20, 1991. Published in 1991: “L’insegamento visuale: un’ innovazione per tutti.” L’Universita. Periodico D’Informazione Della ‘Ateneo Di Perugia. Anno IX – N.10, Ottobre, 1991.
  • Maior ana, V.P. (1990). “Reinventing the Profession by Teaching Subject Matter and Critical Thinking at the Same time.” In conference proceedings Teaching as a Creative Activity, The International Society for Exploring Teaching Alternatives, Indianapolis, October 1990.
  • Maiorana, V.P. (1985). “How to Spark Interest and Promote Original Work in Term Paper Assignments.” Queensborough Review – A Journal About Writing, Spring, 1985.

 

Articles About Dr. Maiorana

QHU Blog (2018)

The Entrenched Normal is Killing Education & Critical Reasoning, Reading, and Writing The entrenched normal in the education culture is roteism instruction. It is the universal, weak, and self-defeating mental basis for engaging subject matter in teacher education, teacher certification, classroom practice at all levels, and in textbooks. After hundreds of years of practice, it continues to define the teaching profession worldwide. According to Dr. Victor P. Maiorana, roteism instruction engages topics serially without making critical connections within and among them. This denies the natural science of how the human mind innately and informally thinks and learns critically. We know that conventional grammar is the way the mind innately connects and integrates words to form a single complete thought. However, he says, the mind also possesses an innate grammar for multiple thoughts. This natural and informal grammar-of-mind is used to connect and integrate many thoughts to achieve critical comprehension. Just as with conventional grammar, this grammar-of-mind is present innately in all human minds and languages the world over. He calls this mind grammar. To continue reading, look here: The Entrenched Normal is Killing Education & Critical Reasoning, Reading, & Writing

 

Global Education Review [2017]

Tobin, Kathleen A. (2017). Book Review – How to Explain Subject Matter While Teaching All Learners to Think, Read, and Write Critically. [Review of the book Preparation for Critical Instruction (2016) by Victor P. Maiorana]. Global Education Review, 4 (4).104 – 106.

  • “In all, Preparation for Critical Instruction is thought provoking and particularly useful for instructors at secondary and post-secondary levels … It has become increasingly important to include critical instruction in the classroom and devise ways to assess critical thinking [and reading and writing] among students, so any assistance from experts is appreciated. [Reading] Maiorana’s… perspectives [and] work may well be a step in the right direction.”
  • “Maiorana argues convincingly…that the nation severely lacks preparation in critical instruction. [This means] the problem is even greater given the current weight assigned to the value of critical thinking [and reading and writing] in our schools [and colleges.]”
  • “… he makes two very important points [regarding the practice of critical instruction]… First, [school and college] instructors should acknowledge that it is natural for humans to think critically; this is not something alien or complicated that needs to be imposed or forced on students. … instructors should view their students as ready to think [critically] and acquire skills needed to foster this with relative ease. Second, critical instruction can be accomplished more effectively when it is subject-based…This takes critical instruction, …more freely beyond the limits of academic pedagogy and into the hands of teachers in an array of areas.
  • “…very importantly – Maiorana reminds us that thinking lies at the basis of all learning. It need not be detached from the essentials of reading, writing, listening, speaking, comprehension, or calculation” p. 104
  • “Mind grammar, says Maiorana, is the ‘innate, systematic, and patterned way that the human mind develops and encounters the world and all its subject matter (p. 5),’ and it provides the means to critically understand it. [This] simplifies the ways in which we … [can practice critical instruction] … in our teaching. Maiorana is correct [when he says] …that this kind of thinking is innate.  [This makes] the task of getting our students to think [and read and write critically] … much less daunting.”
  • “Chapters 7 and 8 of Preparation for Critical Instruction encourage teachers to revisit ways in which we approach the use of reading and writing—essential across the disciplines—by infusing critical comprehension and critical explanation…For example, written material should not be read passively and simply for information; rather, the reader should take intellectual [critical] charge of textual material (p. 89). Writing need not take a conventionally logical form that may be chronological, comparative, hierarchical, or taxonomic; [rather, it can] include an analysis of subject matter objectives and consequences.”