Discribes interdisciplinary approach to teaching American Culture by a multi-faceted study of a decade that relates the part to the whole and suggests further curricular possibilities. (Author/GB)

Describes an educational game in which students must use library reference materials to solve a mystery. (GB)

Describes role of a small group instructor as primarily a listener, a participant, and a resource person. (Author/GB)

Describes how a teacher overcame her students' reluctance to write poetry by showing them slides of people, places, and things in their school. Describes how small groups of students brainstormed ideas and wrote simple poems. (RS)

Presents a procedure for involving small groups of students in the creation and production of videotaped short stories. (DD)

Describes a literature instruction method in which at any one time about half of the students read independently whereas the other half participate in one of two study groups. Discusses how the initial plan was modified. (RS)

Discusses aspects of one teacher's responses to students' writing that have survived over the years. Argues that students (1) should write for a teenage audience; (2) deserve written and oral responses from their peers; and (3) benefit from successes shared with their parents. Suggests that responses to writing begin with content, which makes…

Author proposes a student-centered curriculum sequence and describes how such a curriculum was implemnted in her own classroom. (MB)

Presents the small group discussion techniques of eight English teachers from junior high through university levels. (JG)

Suggests that in a constructivist setting, the computer must facilitate social interaction among students and provide for independent acquisition of shared knowledge. Considers how to best use computers in the modern classroom. Proposes that it is the function of the arrangement of the computer pod to provide effective small group instruction. (PM)

Describes the pros and cons of using small groups in the English classroom. Considers why some teachers succeed while others fail when trying to use small groups. Provides and illustrates four discussion-leading techniques which facilitate small group interaction. (HB)

Describes the way four teachers utilize and foster small group discussion in the English classroom. Provides numerous experiences that practicing English teachers have encountered in using small groups. Gives specific classroom techniques and advice for small group discussion administration. (HB)

Describes a three-week language-study unit in which students search for the meaning of their names. Describes how students use reference works, create symbolic drawings, read stories and articles, record information in their journals, interview family members, and work in small groups drafting and revising imaginative stories based on their…