In this second article of a series, the first three stages of the CPS (Creative Problem Solving) process are described and several facilitation techniques that can be used in each stage are discussed. The three stages discussed (Mess-Finding, Data-Finding, and Problem-Finding) each involve a creative thought and a critical thought phase. (JDD)

Focuses on the use of children's literature in the treatment of child abuse, a method referred to as bibliotherapy. Describes children's books that can be used in this approach and presents suggestions for follow-up activities. (NH)

Describes how to discuss with students difficult questions about gender, identity, and power, as well as the way that language influences how people talk about such things. Urges teachers to provide opportunities for students to broaden their perspective about history and the experiences of people. (MG)

Describes the use of a computer conferencing program, Confer II, in freshman college composition classes. Benefits discussed include the opportunity to expand classroom discussions; promotion of interactions between students, both class-related and purely social; and exploration of the link between conversation and expressive writing. (five…

Examples are given of how spontaneous discussions of school and home problems enabled fourth grade children to seek solutions to difficulties in an open and cooperative way. (JD)

For interdisciplinary teams to function effectively, members must be cognizant of the effects of group dynamics on team decision-making. Individual characteristics, group characteristics, and situational factors are discussed as they relate to the processes teams use in carrying out their goal of providing early intervention services to children…

The advantages of group consensus testing are discussed, procedures for preparing and testing students by this method are outlined, and research supporting consensus testing is reviewed. (MSE)

Describes using guided conversation with middle school students to promote better comprehension in the content areas. (SR)

Focus group interviewing is presented as an interactive method of conducting qualitative research with potential applications in early intervention. A six-component process to guide focus group research involves formulate research questions, select participants, develop protocol, conduct focus groups, analyze data, and report the findings.…

Offers a two-tiered approach to fielding unusual responses that pop up during open-ended class discussions of literary texts. Describes how to prepare high school students to view reading comprehension as making meaning, and suggests a way to support students in taking responsibility for their actions as meaning makers. (SR)

Suggests that early childhood professionals need effective communication tools for individual conversations with colleagues, staff meetings, conversations with parents, and parent meetings. Describes ORID, a focused discussion method involving objective, reflective, interpretive, and decisional questions, that heighten the participants' awareness…

Previously collected data on "incoherent" episodes of pupil-pupil discussion are examined in a study of mathematical learning. They raise general points about mathematics classroom discourse and indicate the importance of understanding children's ostensibly incoherent exchanges. (28 references) (Author/LB)

Presents a review of the research on questioning skills. Discusses possible reasons why these skills are not being used in the classroom as often as they could or should be used. Explores various questioning strategies and how they can be used in the classroom to develop higher quality student thinking. (SR)

Describes how showing a film version of a novel, short story, or play after a class has read and talked about the text can be an interesting way to encourage students to think about the text and develop a critical stance. Offers examples from two texts and their film versions. (SR)

Describes a strategy in which students develop their own questions about a piece of literature and then discuss the questions in groups, helping them to construct meaning and therefore comprehend literature. (SR)