In a classroom setting interaction among students is the norm. How do you replicate that informality, spontaneity, and focus online? This book provides you with a framework to think about the different kinds of engagement you want to foster -- whether participation, collaboration, or quick feedback -- and then introduces you to available online…

Many educators understand how to gauge learning by paying close attention to student talk. Few know how to interpret and attend to student silence as a form of participation. In her new book, Katherine Schultz examines the complex role student silence can play in teaching and learning. Urging teachers to listen to student silence in new ways, this…

Differentiated instruction engages students of all abilities as active learners, decision-makers, and problem solvers--making educational experiences more meaningful for all. This one-of-a-kind book proves that designing differentiated instruction can be simple and fun! Packed with creative adaptation ideas like fidget bags, doodle notes, and…

Discusses three types of student-constructed responses that use expressive rather than receptive modes of communication. These types are constructing questions given some information, constructing word problems for peers, and asking questions related to a problem. (MKR)

The ideas in this mini-brochure are intended for teachers interested in creating opportunities for students to pose questions during literature-based discussions. The brochure suggests that a child-centered approach to questioning is a highly motivating way to conduct discussions because students of all reading abilities can participate. The…

Some concepts to help teachers adhere to classroom instruction in the target language are presented and discussed. These include ideas related to the teacher's speech (visual cues, speed, and repetition and rephrasing), student speech (teacher-assisted and student-dominated communication), out-of-class assignments, and teacher assessment of…

One teacher adopted a language teacher's method of calling on students without causing embarrassment by moving quickly from one student to the next, not penalizing students who were unable to respond, praising freely, and using humor. The technique encourages participation and self-confidence. (MSE)

Natural discourse among students in nonacademic situations is compared with instructional discourse occurring between the teacher and individual students or between the teacher and the entire class. The role of each in the foreign language classroom is discussed. (MSE)

Six characteristics of successful writing conferences between teacher and student are discussed. Conferences should: (1) have a predictable structure; (2) focus on a few points; (3) demonstrate solutions to students' problems; (4) permit role reversals; (5) encourage use of a vocabulary appropriate for writing; and (6) stimulate pleasure in…

A technique for provoking thought and discussion about a new subject in the college classroom involves having each student write facts they know about the subject on an index card, then reading cards at random to begin discussion. Content of the cards reveals significant concepts, concerns, and misinformation helpful in approaching the topic. (MSE)

Describes two class activities which used a computer software program to allow junior and senior high students to discuss and create on computers, electronically, in real time. Describes an online discussion in a large group, as well as a pairing activity in which two students worked together online to create an original poem. (SR)

Techniques for getting students of English as a second language to communicate in the classroom beginning on the first day are based on a relaxed classroom atmosphere and a well-prepared teacher. First-day activities should be well-planned, clearly presented, and move at a pace that keeps students' attention. The goal is for students to respond…

Explains that teachers must understand that discussion is not a simple collection of listening and speaking skills but a dynamic event that requires children to orchestrate a number of language skills. Offers suggestions for improving discussions. (FL)

The limitations of the particular communicative situation in the foreign language classroom, in which students spend much of their time silent while the teacher speaks, need to be recognized before applying new teaching techniques. The profession must find new ways to promote the need, the desire, and the pleasure of communicating. (MSE)

In response to a challenge that those concerned with communicative competence find an alternative to the traditional comprehension question, it is proposed that the tables be turned and the student be encouraged to initiate questions. This technique would require a change in classroom atmosphere, student role, and sometimes, teacher attitude. (MSE)