Describes a method used in the first class periods of a foundations of education course of 20-35 students to introduce students to each other and develop the interpersonal climate necessary for an effective discussion course. Involves breaking up into groups of five strangers for personal introductions and later class presentations. (JT)

Discusses the use of "talk" to prepare students for reading; as an instrument for learning and thinking; and as an instrument for social and emotional growth. A taped discussion is presented: seven girls who speak five different languages discuss a story they have read. (EJS)

This article discusses current problems facing the teacher educator and offers suggestions for needed changes in the field of teacher education. (JD)

To assess student feeling toward large group instruction, an attitude survey of 17 questions was administered before and after participation in such a class. Tremendous attitude changes from negative to positive were attributed largely to effective media use in the class. (LBH)

Articles are divided into four areas: (1) fundamental principles, (2) applications to novel environments, (3) application to large institutional settings, (4) future concerns. (DAG)

The use of translation activities involving mother-tongue input material and various translation tasks for native German speaking learners of English as a foreign language resulted in increased relevance of and motivation for communicative activities and fostered acquisition of new language resources. (Author/CB)

A study investigating peer learning, second language acquisition, and computer-assisted language learning among first-year students at the University of Calgary suggests that, while the computer appears to have a somewhat limiting effect on student interaction, it does encourage students to talk. (Author/CB)

Cooperative learning fosters better student achievement than individualistic methods, increases cross-ethnic friendships, improves students' self-esteem, and creates positive attitudes toward other students and the school. Cooperative learning requires a period of adjustment on the part of teachers and pupils. Six cooperative learning techniques…

A study using problem-based, small-group techniques drawing on adult learning theories suggests this is a feasible approach to continuing medical education. Physicians use current and previous experience in the learning process and integrate new information with peer support, while the teacher facilitates learning and monitors the group process.…

Of great importance in large class instruction is the need to ensure that students learn how to learn. Course organization and evaluation methods grow out of a recognition of the course's learning goals. (MLW)

Five communication strategies are essential to success in large courses: managing instructor anxiety, using presentation time efficiently, motivating students, communicating enthusiasm, and organizing content. (MLW)

An annotated bibliography that surveys a variety of pedagogical literature and includes articles proposing ideas, techniques, strategies, and innovations most recommended by instructors of large classes is provided. (MLW)

Describes a course at Marist College, Poughkeepsie, New York, in which multimedia and computer-assisted instruction are used to teach Russian culture. The use of this approach to meet individual student needs in large classes is discussed. (SED)

Explains how instructors can use a journal assignment to facilitate and monitor student groups without directly participating in them. Shows how students learn how to run groups that succeed. (EL)

The use of instructor-prepared notes covering 90 percent of the lecture information in one large-group human sexuality course was enthusiastically received by the students, and anecdotal evidence suggests an increase in correct test responses. (MSE)