The research brief, "Integrating Literacy And Science: A Powerful Partnership for Student Success," describes four key components of effective integration ofliteracy and science instruction at the elementary level. In this practitioner's guide, the authors describe sample lessons to demonstrate each of these components inaction in an…

This much-needed guide provides the specific skills and materials necessary to facilitate effective dialogues across identity differences. We are living through arguably one of the most divisive times in our country and the world. People do not know how to communicate across differences in a way that advances the public good--from the…

This study investigated the dynamics of complex interactions within inquiry-based (IB) discussions by visualizing patterns using social network analysis. Researchers explored network measures when learners participated in inquiry-based discussions with Practical Inquiry Model (PIM) and non-PIM questions while playing the weekly moderator's role.…

"Accountable Talk" begins with students thinking out loud about a complex problem that requires collaboration: noticing something about the problem, questioning a surprising finding, or articulating, explaining, and reflecting upon their own reasoning. The teacher works to elicit a range of ideas, which may be incomplete. With teacher…

This book focuses on appropriate English for Academic Purposes instructional concepts and methods in the Japanese context. It investigates a variety of pedagogical techniques, addressing the fundamental academic English skills -- listening, speaking, reading and writing -- as well as assessment and materials development. All the research included…

Establishing a communication-rich classroom can be difficult. This article describes the process and findings of a practitioner action research study addressing the question of how teachers can interact with their students while they are working in groups to encourage and enhance student-to-student communication. Recommended research-based teacher…

Briefly reviews research on class discussion and provides 27 suggestions for ways to make classes more student-centered. (DD)

This manual describes four discussion techniques that may be used in an adult education setting following a presentation by one or more resource persons. These four techniques--the huddle group, the buzz group, the chain reaction forum, and the reaction symposium--are designed to help the learner acquire information, develop skills in problem…

The Nominal Group Technique (NGT), developed by Andre Delbecq and Andrew Van de Ven at the University of Wisconsin in the 1960s, is used to enhance the generation, exploration, and communication of ideas relevant to problem-solving situations. The NGT is unlike other typical interacting group techniques in that individuals work in the presence of…

The author presents a series of eight lessons designed to teach the skill of communicating ideas through discussion. The importance of an accepting atmosphere is emphasized, along with the teacher's role as a model. (CL)

Presents techniques for stimulating and managing worthwhile class discussion sessions. (Editor/SJL)

Five steps helpful to teachers in implementing a seminar (used as a teaching method with vocational students) are identified and discussed: (1) Topic selection, (2) identification of subtopics, (3) student research of subtopics, (4) reporting of information, and (5) concluding and evaluating. (TA)

Usual student seminar classes involve students presenting papers to the class. Alternatives to this approach are offered that maximize student audience involvement. The suggestions incorporate variations of sub-grouping, idea generation, discussion of important statements, and the refining, clarification, and evaluation of key statements. (JMD)

A procedure is outlined by which all students, not just one spokesman, report back to the class on small group projects, thus increasing participation in class discussions. (SJL)

Presents three activities to help primary students come up with writing ideas. The first helps students share ideas and see patterns in topics. The second has students discuss topics in groups to determine a variety of potential writing topics. The third has students review their topics and compare them with their classmates' topics. (SM)