Describes various group discussion activities for fostering discussion skills in the English classroom. Discusses "fishbowls" and "creative controversies." Outlines the five basic elements of any cooperative lesson plan. Shows how teachers can successfully implement cooperative learning in the classroom. (HB)

Describes the use of the "fishbowl" strategy for fostering class discussion of literary works. Argues that this method, which places one small group of discussants within a larger circle of observers, is an effective means of developing discussion and listening skills. (HB)

Describes a training program for classroom assistants which focused on development of reflective skills. The program used short video recordings of classroom situations followed by group discussion. A framework for evaluating the video situations and discussing them is also offered. (DB)

Describes the implementation of a concept practical in a physics class. Uses the example of students predicting and testing what will happen to the speed and acceleration of a ball rolling down variously-sloped railings. Some evidence of conceptual development was indicated by pre- and post-test scores. Suggests that a well-conducted class…

Describes visualization methods used to design projects intended to improve the quality of life in developing countries, but which are also applicable to group problem-solving situations. Details main stages of a case study. Demonstrates that the techniques improve the efficiency and effectiveness of the problem-solving process and the quality of…

Describes a classroom demonstration for stimulating consideration of personal vulnerability for contracting a sexually transmitted disease during a lifetime. Reports that the demonstration utilizes class participation, holds student interest, stimulates class discussion, and has resulted in generally positive feedback from students. (DSK)

Looks at how Book Clubs (student-centered, literature-discussion groups where each student is reading a different, self-selected book) were structured in a particular second-grade classroom. Argues that students had opportunities for learning the academic and social content of literature while engaging in the cognitive processes and social…

Describes a class exercise in which student teams answer questions about meetings, after which the class discusses and analyzes results. Shows how this leads students to understand how the interplay of ideas, personalities, and environment--the ecology--of a meeting contributes to productivity in group process, and understand the need to…

A weekly discussion group for high school students, held at a church before school, provided youth with a place to make connections across differences and to engage in stimulating debate with peers. Anecdotes illustrate how the youth group resisted unfair practices of adult authority while failing to openly recognize the power dynamics within the…

Describes an international economics course in which the culminating activity is a simulated General Agreement on Tariffs and Trade (GATT) conference. Discusses the simulation phases and their timing, as well as modifications for using the simulation in other international-economics settings. Presents student evaluations of the course. (DSK)

Describes a recent computer-supported cooperative-learning (CSCL) project called TSCL (Telematic (and IT) Supported Co-operative Learning) which builds upon distributed knowledge and constructivism. It takes the opportunity of Internet-based communication tools to allow students to participate in nonschool environments such as expert discussions,…

Discusses vicarious learning and the use of multimedia and distance learning technologies, focusing on attempts to generate and capture educationally effective discourse exchanges among and between students and faculty. Highlights include problems with available computer-medicated communication discourse formats; task-directed discussions; and…

Describes the design of a standard first-year composition class in which the author used online discussion forums. Discusses how these design choices helped create a dynamic community of readers, writers, and learners in a writing classroom. Discusses pedagogical goals, and course design. Discusses several reasons why this approach works so well,…

Discusses the complexities of defining "realism," examining how the term fueled many discussions in the author's college adolescent literature course. Looks at how writers and critics define the term. Shares alternatives to circuitous arguments about the relative realism of a text that helps students explore texts in effective ways that can lead…

Outlines the difference between "drilling for skills" and "becoming skillful readers" and shows how teachers can help students become skillful readers, writers, discussants, and thinkers through literature discussions. Discusses establishing a context for literature study, and initiating and maintaining literature study groups. (SR)