A pedagogical technique, named the Bridge activity, has been developed to assist students' transition from preclass preparation to in-class learning within a flipped organic chemistry course. Bridge activities form the basis of an initial interactive discussion to activate students' prior knowledge and encourage meaningful learning. This paper…

"The Brave Educator" equips you with accessible and refreshingly useful tools for real conversations about race that prepare students for the world beyond the school walls. More than a toolkit, this book is a personal conversation exploring the journey from being stuck in the belief that we should already know how to lead conversations…

The inspection of mistakes can play a powerful role in an individual's learning process (Boaler 2015). The purpose of this article is to support the reader in selecting mistakes that can be leveraged to benefit the learning of all students. Specifically, the authors focus on "which" and "why": "which" mistakes to…

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design…

This paper explores both the obstacles and the possibilities for students developing identities associated with science by engaging in solidarity-building classroom interactions. Data come from ethnographic research conducted in a diverse eighth-grade urban magnet school classroom in which the teacher taught out of field for part of the year.…

Student-led chapter presentations provide an excellent opportunity for instructors to evaluate a student's comprehension of the assigned chapter, as well as the student's ability to present and convey information in a public forum. Although several instructors realize the benefits of requiring students to complete chapter presentations either as…

A discussion of women and learning looks first at women's experiences and perspectives about learning and why the university classroom is usually more comfortable for men than for women. It then explores the implications for effective teaching and for creating equal learning environments for men and women. Specific classroom techniques and…

Michel Foucault's discourse theory and Pierre Bourdieu's critical sociology are used to reexamine early literacy training. The resulting model is used to describe educational discourse, particularly in a series of literacy events in an Australian first-grade classroom. Implications for pedagogy are discussed. (70 references) (Author/MSE)

A scale of processes found most constructive for second-language learning was validated with two groups of adult French students. Instruction of one group included use of the scale. Pre- and posttests of language learning and use of processes suggest that unsuccessful language learners can be taught to improve performance. (31 references)…

Students must have uninterrupted periods of time to process information, to reflect on what has been said, observed, or done, and to consider what their personal responses will be. After at least three seconds of uninterrupted silence, a significant number of positive outcomes occur for students and teachers. Students are more effective in…

Based on the idea that inference abilities are essential to comprehension, this essay discusses systematic oral questioning strategies designed to help both junior and senior high school teachers develop students' reading comprehension abilities. Questioning strategies are examined in terms of their purpose, efficiency, motivation, and required…

Presents seven scenes showing everyday classroom situations that give students the options of applying their own problem-solving strategies to solve everyday problems of life and enable them to experience mathematical power coming from self-initiated insights into mathematical concepts. (MDH)

Explores possible outcomes of using the "Professional Teaching Standards" as a set of tools to construct productive conversations about teaching. Presents a discussion taking place in the author's third grade classroom illustrating discourse in the classroom, accompanied by the author's commentary on the lesson. (MDH)

Proposes the technique of group discussions in the learning of mathematics. Examines the teacher's role in creating an environment that encourages student participation; presents four techniques to initiate discussions in elementary school classes; and offers five attributes teachers need to develop in students for effective discussions. (MDH)

Classroom communication in the second-language class is examined from an ethnographic perspective, highlighting the role of students in helping each other learn. Turn-taking, patterns of addressing teacher and peers, and different kinds of interaction that promote learning: cooperative; didactic; competitive; theatrical; personalized. (MSE)