Discusses the benefits of discovery learning, as opposed to a direct, lecture method, and offers 10 discovery strategies, such as playing 20 questions, using the Socratic method, and problem solving. (JC)

The purpose of the present study was to investigate the effects of forum discussion embedded within metacognitive guidance on mathematical literacy. In particular the study compares two learning environments: (a) Forum discussion with metacognitive guidance (FORUM+META); and (b) Forum discussion without metacognitive guidance (FORUM). Participants…

Found that of five "task-achievement functions" examined, two serve as accurate predictors of group problem-solving effectiveness. Specifically, found that (1) a negative relationship exists between group effectiveness and attempts to "establish operating procedures"; and (2) a positive relationship exists between group…

A year-long teacher's discussion group, organized and coordinated by a school psychologist, is described. Sanctions for the meetings, the meeting format, the role of the school psychologist, and an evaluation of this intervention strategy are discussed. (Author/MH)

The author describes and analyzes the "dialogue workshop" as a major activity for facilitating cooperative communication and problem solving among students, teachers, and parents. This article is part of a theme issue on community education in Hawaii. (Editor/SJL)

Examines cooperative learning in youth services and adult education. Discusses characteristics of cooperative learning techniques; specific cooperative learning techniques (brainstorming, mini-lecture, roundtable technique, send-a-problem problem solving, talking chips technique, and three-step interview); and the role of the trainer. (AEF)

The executive director of Public Agenda describes the seven-stage journey toward public consensus, underlines the importance of genuine public involvement, and provides some common-sense principles to guide those seeking to foster public engagement. Reform-minded educators should listen carefully, create an ongoing process, seek diverse…

Contends that the problems approach is new to most teachers and is at odds with the dominant curricular trend that includes reliance on textbooks and content-oriented courses. Concludes that there is a formidable set of forces opposing the implementation of such a curriculum. (SLM)

Describes a series of lessons used with a year-five class which encouraged the use of analogical reasoning in problem solving and giving attention to students' awareness of strategies and applications. Students were encouraged to discuss and question their own thinking to make connections among the problems being solved. (MKR)

Includes "$20,000 Question" (Whittington); "Genius of the Agricultural Education Model for Nurturing Higher Order Thinking (HOT)" (Newcomb); "Effective Use of Discussion Method Teaching" (Cooke); "Insects in the Classroom" (Klowden); "Increasing Thinking Skill through HOT Teaching" (Torres, Cano); "WHY? Practices Used in Vocational Classrooms to…

Discusses the practice of using consensus-building techniques to promote prosocial behavior and scholarship skills. Teachers can allow numerous students to raise their hand before calling on one, thus encouraging greater participation, and have students discuss problems among themselves and work out solutions. Argues that prosocial skills and…

Describes the use of the children's book "Geraldine's Blanket" to promote discussion and allow the teacher to assess the children's understanding of area, place value, number sense, fractions, and problem-solving strategies. (MKR)

Discusses modifications of the usual lecture approach for a environmental geology course by including class discussion, class projects, and group projects which are designed to help students see the relevance of geology to their lives. Author claims that in this interactive approach both instructor and students become more actively involved in the…

Developmental issues, short-term solutions for children's conflicts, and goals for conflict resolution training are discussed. A step-by-step approach for teachers to use in working through a conflict with children is included, as is a list of children's books that deal with conflict resolution. (LB)

Gives examples of, and a rationale for, using estimation in the classroom daily. Includes instructional tips and strategies to enhance estimation activities. (MKR)