Discusses a need for problem posing and gives a definition and explanation of the term. Highlights an environment in which problem posing is a natural process of mathematical learning. Presents activities supporting problem posing. Contains 16 references. (ASK)

Art lessons can teach concepts and develop students' self-confidence when they are encouraged to discuss their work. Activities and suggested questions are offered. (DF)

Considers carefully what might interest and engage students and uses activities and questions that will enable them to see how a topic can unfold and be dealt with in depth. (Author/RK)

Techniques that teachers can use to involve art students in the critical examination of photographs are described. Given the opportunity and some guidance, students can and do engage in stimulating thought and talk about the art of persuasive photographs that confront them daily. (RM)

Presents 101 questions in 12 categories (communicating effectively, expressing appropriate feelings, deferring judgment of others, listening, leading others, following others, making group decisions, cooperating, respecting human differences respecting human commonalities, trusting the group, closure) designed to assist experiential education…

Discusses the advantages of using photographs in history instruction and suggests questions teachers can ask to help students analyze photographs. (SJL)

The use of analogy can be the most effective way of helping science students successfully formulate hypotheses and develop understandings of concepts. (JR)

Inquiry is defined here as the scientist's method of problem solving. Presents a bent wire phenomenon activity designed to engage students in the active process of solving a problem in science. A model is proposed to explain the phenomenon. (MA)

Provides a number of teaching ideas designed to show what cohesion has to do with children, books, and teachers. (FL)

Argues that show-and-tell is an important school learning activity that gives students an opportunity to practice and improve their oral language abilities. Offers a technique for the informal assessment of show-and-tell activities. (FL)

In a classroom setting, as distinct from other settings, a teacher asks questions in order to evaluate the correctness of the reply, not to seek information. (JD)

The article describes "boundary breakers," a communication activity in which a leader asks an open-ended question and all answers are acceptable. The article outlines suggestions for preparing for the activity, the rules of the activity, examples of successful adaptations, and classroom summaries and closures. Sample topic questions are offered.…

Describes introducing students to the chemical elements through the use of Tom Lehrer's recording of "The Elements" and through the use of the game "20 questions." By asking the teacher questions about an unknown element or compound, students are given opportunities to develop and practice analyzing, synthesizing, and…

Discusses several experiential education learning models and explores the concept of "processing" as an integral component of experiential learning. Presents a method of approaching the design of processing activities and makes suggestions for successful use of the method. (SB)

This paper outlines an activity which is designed to make students comfortable speaking in the classroom environment. The paper states that, used properly, the activity is also an introduction to each day's course topic, and it encourages students to think about and report their own life experiences that illustrate a core construct from the day's…