Finds volumes of research on questioning and none on discussion. Defines discussion and presents concepts and techniques that facilitate it in the classroom. Recommends the need for further research. (MD)

Presents strategies for helping students develop their metacognitive abilities. Teachers must specifically encourage thinking about thinking. (MD)

Describes four basic features that distinguish narrative from expository discourse and suggests that teachers who recognize those differences can guide their students to use reading strategies appropriate to particular text structures. (HOD)

Concludes that elementary school children taught with a technique involving nonverbal restructuring made significant reading gains over those taught with a question-answer method. (FL)

Geography must help students understand the interrelationships of people with each other and with their surroundings. Describes a world geography unit for the sixth grade based upon the climatic regions of the world. By asking questions at increasingly higher levels, teachers can raise students' thinking skills. (CS)

Gives tips and classroom techniques on the use of interviews as a way to provide real communication practice in the English as a second language classroom. (EKN)

The inquiry teaching or discovery approach to learning is discussed. An object lesson is outlined using a cultural artifact as the subject of analysis. (Author/RM)

Suggests that the effectiveness of non-directive, activity-centered teaching methods can be enhanced when the teacher spends less time interacting with students and more time observing them. (MLH)

Discussed and related to the classroom or clinic environment are linguistic factors affecting comprehension of a message presented to a listener by a clinician or a teacher. (DB)

A growing body of research underlines the importance of successful relationships between and among teachers especially in teacher education programs that are often considered as a part of the larger administrative unit. Both in preservice and inservice professional development programs nature and quality of relationships matter simply because…

Especially when engaging students in activities on Bloom's taxonomy of educational objectives, teachers frequently ask questions that, from an educational standpoint, are useless. The most useless of these questions is, "Do you understand?" because comprehension is not a binary process. Understanding has many phases and levels, and a "yes" or "no"…

The purpose of this study was to compare the effect of two learning strategies: summarizing and structured questions on near and far transfer tasks. The study explored the possible way to activate metacognitive strategies and critical thinking skills through the use of reflective activities, like summarizing or answering structured questions after…

This paper describes W.A.S.H. (We All Speak Here), an experiential learning strategy that provides learners (individuals or groups) with a means for exploring, discussing, and discovering their thoughts and feelings on any idea, issue, or concept. This strategy is part of a larger model in which students develop a deeper understanding of learning…

This book shows educators how to rethink teaching by challenging their beliefs about knowledge and learning. It helps teachers organize for student learning rather than plan for teacher telling by applying constructivist learning theory in the classroom. It presents a constructivist perspective on how to arrange classroom events for student…