Presents an exercise for students in small groups designed to help students identify errors and correct them and to emphasize the importance of the editing phase in writing. (SR)

Data from 53 programs training literacy tutors in small group/collaborative methods showed that the model corroborated benefits of the approach for adults. Findings suggested that tutors, trainers, and learners need time to develop group process skills. Programs lacking a volunteer management system had difficulties supporting tutors and learners.…

Research that served as background to the study reported in EC 604 974 is described, specifically research on use of the system of least prompts and on the rapidity with which various strategies produce skill acquisition. Unresolved issues concerning use of the system of least prompts with small groups are also discussed. (JDD)

Uri Treisman describes the development of his model to help minority students succeed and progress in mathematics, emphasizing group work and integrated instruction and student services. Explains his influences, core ideas informing the workshop model, structural impediments to success in the curriculum, existing programs, and other related…

Differences in biochemical education for job qualification and education for career preparation are described. Asserts that educational changes are needed to prepare students for careers. To build career skills, the author argues there needs to be more small group work. (PR)

A model focuses on three levels of observable behaviors that are essential for teachers to demonstrate in small-group learning situations: (1) teacher and student questioning; (2) teacher and student interaction; and (3) teacher monitoring. Five figures are provided for recording observations. (18 references) (MLF)

Uses an analysis of small- and large-class differences as a framework for planning for and teaching a large class. Analyzes the process of developing and offering an organizational behavior class to 141 college students. Suggests ways to improve teaching effectiveness by minimizing psychological and physical distances, redistributing resources,…

Describes collaborative storytelling as a means of combining communicative teaching methods with peer or group learning in a beginning Chinese course at the University of Wisconsin-Milwaukee. Vocabulary, grammatical patterns, socialization, and story cycles are noted. Stories are appended. (Contains eight references.) (JP)

An experiment using electronic mail discussions to improve communication in a college class of 200 students yielded over 1,780 messages, with two-thirds sent by about one-fourth of the students. Two problems emerged: students responding to old messages after discussion had enlarged, and infrequent mail reading. (MSE)

Examines the use of prediction during the silent reading of short stories with surprise endings. Investigates the effects of instructional setting and content familiarity upon overall reading comprehension, literal comprehension, inferential comprehension, and interest. Finds that both inferential comprehension and interest were negatively…

Examines whether exploratory talk in small groups can help students assimilate new information on complex topics more effectively than can participation in a class discussion or lecture. Finds that, of the three treatments, small group discussion is more effective in improving the students' knowledge as they prepared to write and in the quality of…

Asserts that small group collaborative writing exercises that produce overhead transparencies for large class critique can be an effective method for teaching letter and memorandum construction. Offers a five-step process for encouraging individual and collaborative writing skills. (PRA)

The Lancaster-Leeds Language Learning in Large Classes Research Project in United Kingdom is examined to focus attention on its importance as a major research effort. Some major flaws in the project are described. (10 references) (Author/LB)

The relative effectiveness of group and individual instruction for teaching daily living skills to students (ages 6-21) with severe handicaps was examined through 2 studies with 23 and 47 students. Results indicated no significant differences between the group and individual instruction formats. Teachers found the group procedures to be practical.…

Proposes instructional strategies for directors of jazz groups, including guidelines for developing of skills necessary for good performance. Includes effective methods for positive changes in ensemble style. Addresses jazz group problems such as beat, tempo, staying in tune, wind power, and solo/ensemble lines. Discusses percussionists, bassists,…