Cooperative learning can help teach children to write because (1) it raises consciousness and encourages decision making; (2) its accepting social environment helps students seek worthwhile experiences; and (3) mutual concern and discussion of differing viewpoints rely on dialogue to enhance personal and intellectual growth. (SM)

Describes a community-college curriculum that incorporates Socratic Dialogue Inducing (SDI) laboratories into a new calculus-based preengineering physics sequence. SDI allows for group discussion labs that emphasize the concepts being taught in the lectures. (ZWH)

Offers a narrative based on a real event, in the form of a "docustory," describing that moment when teaching worked--when, in an instructional setting, communication was "perfect,""best," or "excellent." Describes a lively discussion of "The Joy Luck Club" in a tenth-grade literature class, fostering awareness of cultural diversity and…

A three-phase reading strategy for students with learning disabilities is presented, involving students ask questions about a story, discussing criteria for types of questions (fact, inference, opinion), and label the questions; the teacher models the role of discussion leader; and the leadership role is turned over to the students. (JDD)

A study evaluated the effectiveness of video instruction in teaching the meanings and uses of idioms to 20 deaf adolescents. Students improved their knowledge and use of idioms more when exposed to the video/discussion approach than to the lecture/discussion approach. (DB)

Concern circles provide a comfortable approach to classroom counseling. A first grade teacher describes how she provided a support network to deal with students' emotional concerns. The 15-minute sessions, held each morning, allowed the children to take a more active role in resolving their own conflicts. (SM)

A double procedure for meetings is proposed: one dealing with general administrative matters and the other with "free association of ideas" to solve problems. Examples of problem solving by mentors of gifted underachievers illustrate the approach. (DB)

The article describes a cooperative learning activity to help mildly handicapped students learn specific study strategies. The activity involves silent reading followed by small group discussion, generation of questions, answering the questions, and use of the student-generated questions on a follow-up exam. (DB)

Explores how teachers can guide children to deeper understandings of how literature works, just as a curator might show them through a collection. (MG)

Offers six axioms of instruction to foster rich collaborative discussion. Illustrates their use in four middle school science classrooms, showing how teachers and students read, searched text, and engaged in productive classroom talk about solving real health problems. (SR)

Reviews literature on critical thinking and physical education. Suggests that students in physical education classes are predisposed to critical thinking, but only in an environment that is carefully structured. Argues that teachers must shift from teacher-centered to more student-centered lessons. Discusses the role of the teacher, cooperative…

Describes a two-week instructional unit for ninth-grade gifted students which emphasizes development of ethical thinking and decision-making skills using a structured group-discussion methodology. Students formulate discussion questions through a multi-step process. Unit guide sheets, brainstorming examples, and activity schedules are included.…

Considers whether cultivation of true collaborative learning is a realistic ambition with very young children; analysis of the social dynamic suggests that it is well within the reach of children as a form of social exchange. Argues that the new technology offers a potential for supporting the development of collaborative learning in early…

Describes a number of informal "turn-to-your-neighbor" approaches that create an active learning environment in college lecture settings. These include: launching class in discussion, breaking up the lecture for comprehension checks, closing class with small-group conversation, and debriefing exams. (DB)

Offers an annotated list of books, Web sites, videos, and audiobooks that children, adolescents, parents, and educators have found helpful in coping with death, grief, and the aftermath of violence based on experiences at the Columbine branch of the Jefferson County (Colorado) Public Library. Includes resources that are useful in…