Argues that students are capable of discovering a great deal about a poem simply by exploring their thoughts, ideas, and feelings instead of worrying about whether their analysis matches that of the teacher. Presents a "lively and insightful" discussion with a group of sixth graders on Robert Frost's "Stopping by Woods on a Snowy Evening." (SR)

Notes that students' own experiences and assumptions often affect their comprehension of and response to text. Argues that drama, with its distinctive oral and visual cues, enables students to construct meaning, and that working in groups helps them communicate that meaning more clearly. (SR)

Discusses findings from a two-year study of high school physics classes, showing definite gender disparity in discussions and instructional activities. Offers four suggestions for ways teachers can foster gender equity and address interactions among students that promote gender inequities. (SR)

Discusses a study that attempted to foster critical literacy in school children. Argues that teachers must help children ask questions and must accept that many of these questions will not appear on the surface to lead to the kinds of critical understandings they are seeking. (SR)

Suggests that authentic discussion is "classroom talk that is purposeful and engaging." Shares two activities that the author has used to create classrooms that are inquiry driven and characterized by an emphasis on dialogue rather than monologue. Describes two activities that utilize seven strategies that are helpful in initiating authentic…

Suggests that if educators had a framework for understanding discussion, they might shape discussion in ways that engage students. Describes a study that provides a framework for examining class discussion so they can understand better how discussions shift from teacher-centered (monologic) to teacher/student-centered (dialogic). (SG)

Recollects the author's teaching experiences during the attacks of September 11, 2001. Relives the events that took place in his classroom discussing "White Angel," a short story by Michael Cunningham, in light of the fact that they had no idea what was happening in the area until class was over. Notes that the morning's lesson took on…

Discussion of the advantages of online learning environments (OLEs) for distance education focuses on the importance of collaboration and discussion to make the students feel more central to the learning process. Presents methods to stimulate collaboration and discussion in OLEs. (Author/LRW)

As campuses become increasingly diverse, it is more important than ever to promote understanding across differences. The author describes an approach for helping student from different backgrounds talk and learn from each other. (Contains 14 references.) (Author)

Discusses common controversial issues in different college disciplines, such as the death penalty and drug legalization. Also suggests useful methods for encouraging enlightening discussions, such as verbal and physical cues, student-centered activities, and text selection. (SLD)

Describes participation in scholarly electronic forums, or discussion groups, and discusses the implications of such participation for scholars' social networks. Results of an e-mail survey are discussed, data from listserv archives are examined, and future research is suggested. (Contains nine tables.) (Author/LRW)

Explains a writing assignment called "occasional paper," a brief written reflection that is read aloud and discussed but not turned in. Notes that it is important that these papers be easy to write. Contends that since adolescents experience nearly everything as personal, the occasional paper offers them an entry into thinking that is abstract and…

Explains a mix-and-match vocabulary game that gives students correct definitions but made them work for it. Notes that in the game, the students have to use a dictionary and interpret the definition. Contends that this sparks critical thinking and conversation about words within groups. (PM)

Discusses how Sherman Alexie's characters, mostly created from his experience on the Spokane Indian Reservation, embody dignity, spirit, ambiguity, fragility, and never hesitate to comment on current states of affairs from their own tough but battered perspectives. Notes the author leads a class discussion to further develop examples that…

Contends that a call to informed action is central to students' work in classrooms where teachers strive to teach in socially just ways. Describes a two-fold approach to action in the days following September 11 by the Center for Teaching for Social Justice at the University of California, Santa Barbara. Provides links to websites for helping…