Describes a package of computer programs developed to implement an oil exploration game that gives undergraduate students practical experience in applying theoretical principles of petroleum geology. The programs facilitate management of the game by the instructor and enhance the learning experience. (Author/MBR)

The Land Development Law course at George Washington University is an approach to teach the basic concepts of land management and control through a "game" simulation. Instead of studying the law, students actively participate in a simulated real-life environment where they can practice and develop their legal skills. (MLW)

Describes a specific technique that involves initiative games to assess the level of group cooperation among children ages 11 to 13 in a school setting. Describes the development of initiative tasks used in the evaluation and the observation procedure used. (SB)

Activities are given for solving verbal subtraction problems. Take-away and comparison situations are described, and three levels of activities to model the situations are given: one involving concrete materials and verbal descriptions; the second with these plus written symbols; and the third encouraging mental images. (MNS)

Many schools require that the U.S. history course be taught in English so that second language learners from all language groups can participate on an equal footing. Described are activities which will make the textbook more comprehensible to these pupils for whom English is a second language. (RM)

Techniques are presented that can help teachers resolve conflicts that arise in the classroom. Strategies are outlined for working out differences among students or between the teachers and a student and for fostering cooperative attitudes among the children. (PP)

Calculator activities and games are described for the topics of computation and estimation, measurement and geometry, functions, and problem solving and applications. (DT)

Defines and discusses instructional games in terms of their uses in education. Nine categories are suggested for assessing games: instructional development, skills development, perceptual development, development of social awareness, pupil's readiness, use, design quality, adaptability, and flexibility and validation. (MS)

Maintains that simulation games in social studies education are successful because they combine factual content, skills development, and experience in decision making. The five simulations described are Explorers I, River City, Boxcars, The Union Divides, and Starpower. (Author/DB)

Explains an upper elementary game of tag that illustrates energy flow in food webs using candy bars as food sources. A follow-up field trip to a river and five language arts projects are also suggested. (CS)

Classroom games involving choices of nutritious foods can develop a child's concept of good eating habits. (JD)

Described is an in-class sociology game which requires students to choose and defend a system of income distribution. Techniques for conducting the game, assessing game outcomes, and leading the postgame discussion are suggested. Experience with the game leads the author to conclude that it encourages students to think about values concerning…

Good teachers are storytellers. They use stories to promote interest in the classroom; to help students understand and remember events, places, people, and ideas; to provide context for teaching abstract concepts and systematic processes such as math and research skills; and to promote understanding of other cultures and people. Storytelling can…

Incorporating popular culture texts in the classroom can motivate students--particularly reluctant or struggling readers. This resource gives the reader everything they need to use television, movies, video games, music, magazines, and other media to enhance students' literacy learning. The reader will find a balance of research, theory, and…

Presenting a wide array of Internet addresses and sample lessons, this book shows how teachers can integrate the Internet into their K-12 curriculum to actively involve students. The first section of the book (chapters 1-6) deals with the programs needed to use the Internet, as well as 100 great web sites for teachers, how to manage the Internet…