A successful reading instruction program requires ample time for actual text reading; teacher-directed comprehension strategy instruction; opportunities for peer and collaborative learning; and time for discussing what has been read. To develop independent, motivated, lifelong readers, a substantial part of children's reading instructional time…

Describes a literature-based reading program with an instructional component that enables teachers to provide the necessary support in reading, writing, and response as urban, low achieving students engage in conversation about books. Describes in detail the discussion of one "book club" group of students during a unit in a fifth-grade…

Describes the exciting things that can happen when middle school students are allowed to chart the course their education will take. (SR)

Presents an approach to task-based second-language instruction that relies on class discussion as the departure point. After proposing that communication be viewed as the expression, interpretation, and negotiation of meaning, classroom practices are developed that reflect all three dimensions. Four discussion questions are transformed into…

Presents a methodology for analyzing verbal interaction in mathematical discussion which is both a product and an instrument of a research project in grades one through eight. Analyzes an example of discussion from a first-grade classroom about point of view. (Author/MKR)

Features Internet sites that are sources for lesson plans, materials, group discussion topics, activities, test questions, computer software, and videos for K-12 education. Resources highlighted include CNN Newsroom, KidLink, and AskERIC. (AEF)

Maintains that psychologists have made considerable efforts to improve their teaching. Describes an interdisciplinary group that meets to discuss issues related to instructional improvement. Outlines the group meeting format, discussion topics, and benefits of participation. (CFR)

Presents anecdotal data from informal discussions with 12 secondary teachers about types of evidence of students' mathematics achievements that were used by the teachers. Discusses oral evidence, written work, observed actions, voluntary use of mathematics, knowledge of the child, teachers' views of mathematics, and behavior and body language.…

Elementary, middle, and high school teachers from several school districts in California and Georgia share their experiences with designing and using study groups. Teachers report that the study groups identified educational and school needs, promoted teacher empowerment, increased collegiality, and kept teachers up on current issues and research…

Investigates how discussion influences young children's preferences for science texts. Finds that discussion can result in the preference for a science text that students may initially find of limited interest or even unappealing. (SR)

This essay describes the use of I Ching hexagrams as a focus to improve the ability of college student groups to evolve creative solutions and improve decision-making skills. The philosophy of I Ching is briefly explained, and examples are given of hexagram interpretations which are applicable to group discussion and problem solving. (DB)

Cooperative learning can help teach children to write because (1) it raises consciousness and encourages decision making; (2) its accepting social environment helps students seek worthwhile experiences; and (3) mutual concern and discussion of differing viewpoints rely on dialogue to enhance personal and intellectual growth. (SM)

Describes how public libraries can plan, fund, and implement scholar-led, library-based, humanities book discussion programs using the example of the Southern Connecticut Library Council. Key steps in planning, funding, targeting the audience, selecting topics and books, obtaining community support, recruiting scholars, marketing, administration,…

Offers a model for critical dialogue, an approach which uses students' background knowledge and experiences to build basic and higher order thinking skills needed to learn content. (PRA)

Describes a community-college curriculum that incorporates Socratic Dialogue Inducing (SDI) laboratories into a new calculus-based preengineering physics sequence. SDI allows for group discussion labs that emphasize the concepts being taught in the lectures. (ZWH)