A double procedure for meetings is proposed: one dealing with general administrative matters and the other with "free association of ideas" to solve problems. Examples of problem solving by mentors of gifted underachievers illustrate the approach. (DB)

Describes a lesson in which a game involving base-ten blocks is used to teach place value. Discusses four steps to promote successful lessons involving manipulative materials: (1) manipulative choice; (2) lesson preparation; (3) active student participation; and (4) process evaluation. (nine references) (MDH)

Discusses how a fourth-grade language arts teacher (who had moved from basal instruction to a program based on students' selection of literature) used "circle discussions" to satisfy, in part, the accountability concerns of parents and administrators. Notes that these discussions of literature among the students became an integral part…

Examines a fourth-grade teacher's interactions with a child, showing that actually allowing students to use their point of view when discussing literature is a real challenge that requires most classroom teachers to rethink their roles as readers and listeners. (RS)

The article describes a cooperative learning activity to help mildly handicapped students learn specific study strategies. The activity involves silent reading followed by small group discussion, generation of questions, answering the questions, and use of the student-generated questions on a follow-up exam. (DB)

Describes the frustrations and successes of seeking student accountability through the assessment of comprehension in literature discussions. Presents journal entries and discussions from three teachers. (MG)

It is proposed that case discussions focusing on teaching and learning experiences can be a useful vehicle for college faculty to explore teaching techniques. Cases can spark important conversation, recognize and honor teachers' experiences, help connect process and content, and foster a view of teaching that leads to improvement. (MSE)

Discusses reactions and attitudes of students in a women's studies course during the Gulf War. Contends that the imagery of war as a sexual, phallic event was a major topic of class discussion. Presents excerpts from teacher and student conversations. (CFR)

Compares teacher/student relationships in a traditional teacher-controlled seventh-grade math classroom with those in another classroom divided into groups working with "fraction kits" while the teacher wanders about. The difference is the second teacher's capacity for listening amid creative chaos. A mechanistic, management-oriented classroom…

Explains that discussions should be used to help students think about their experiences with hands-on science learning. Making hands-on science "brains-on" will help challenge student's misconceptions. (PR)

Describes a classroom skit intended to depict negative and positive discussions of issues raised by the O.J. Simpson trial as a way of heightening racial awareness. Adaptations of the skit for other current events related to race relations are suggested. (SK)

Presents findings from an analysis of classroom discussions aimed at constructing shared knowledge. Demonstrates how students build up new concepts by renegotiating and sharing meanings and ideas during argumentative exchanges. Suggests that collaborative discourse-reasoning can support students' gradual mastery of discursive practices…

Reviews literature on critical thinking and physical education. Suggests that students in physical education classes are predisposed to critical thinking, but only in an environment that is carefully structured. Argues that teachers must shift from teacher-centered to more student-centered lessons. Discusses the role of the teacher, cooperative…

Describes a two-week instructional unit for ninth-grade gifted students which emphasizes development of ethical thinking and decision-making skills using a structured group-discussion methodology. Students formulate discussion questions through a multi-step process. Unit guide sheets, brainstorming examples, and activity schedules are included.…

Distance education according to Moore depends upon "dialog" and "structure." The actual distance between the learner and the teacher is nothing but the degree of dialog and structure in them. This degree is represented as "distance continuum.""Interaction scores" are defined based on this distance continuum and the "mediapackage" is quantified.…