A group of 20 teenagers in a Mobilization for Youth project were involved in the invention and production of educational games. The direct, cooperative participation in such an educational process made the experience a real and creative learning activity which had a comprehensible, achievable goal. These games were not made for competitive sale…

The small-group process is discussed in relation to its use as a teaching method; the objections to and advantages of small groups are enumerated, and numerous group interaction diagrams are listed. Also, various exercises and guidelines for successful group application are presented. A final section is devoted to the different kinds of groups and…

Many behavioral theorists have suggested that self-directed activity is central to the learning process (e.g., Dewey, Piaget, Wertheimer). Accordingly, it was predicted that such activity bears a significant positive relationship to the quantity, quality, and variety of responses in a reading lesson. Moreover, it was expected that selected…

This article describes the possibility of a voluntary group of men, without professional leadership, who wish to help themselves toward growth and freedom from the constraints imposed on their lives by social male sex roles. The article lists possible activities, discussion topics, and considerations for starting new groups. (LPG)

Presents the results of student evaluations of an experimental program in self-directed learning at Kent State University. Focuses on student demography, overall student reaction, certain comparative evaluations to determine student reaction, student load preferences, and the impact of teacher-guides. (Author/RK)

Advocates the use of two frameworks, "gathering" and "sharing," for junior high school homework assignments that connect the classroom to the outside world and make students responsible for some of their own learning. (NKA)

Article analyses the nature of artificial barriers which a technological society sets up between people by emphasizing product rather than product-as-a-part-of-process. Author looks at encounter groups attempts to break down these barriers. (HB)

Metro High, St. Louis, is described in pictures and words. The school, started in 1972, is a small, experimental school, which encourages self instruction, community involvement, and the use of real situations as learning experiences. The Zoology class, for instance, visits the zoo to study the animals. (SM)

Suggests that in light of the trend towards becoming a service-dominated economy, learning should be self-directed, giving students and their community a role in the school. (JF)

Suggests that the educational system be changed so that the task of learning becomes a common one. The problem, the author observes, is to reorganize the social structure of the school so that teachers and students can belong to the same group, with an identity of interest, even if they have different roles within its framework. (JF)

Presents theoretical analysis of dynamics of self help groups with special reference to dimensions of volunteer participation. Annotated bibliography ("Self Help and Rehabilitation ) available from author at UCLA School of Public Health, Los Angeles, California 90024. (Author)

Two educators report their initial reactions to the Parkway Program in Philadelphia. (MF)

A workshop is described which provided the counseling staff with exposure to a group learning experience. This program has potential for growth which warrants its continued consideration. (CJ)

Examined the interaction patterns of adult creative problem solvers within small, leaderless groups. Presented divergent thinking problems to two groups and categorized their discussions. Results indicated the creative person plays a central role in determining task-oriented directions by initiating and receiving more orienting behaviors. (RC)