Describes a teaching technique which provides variety for Human Sexuality classes by incorporating in class discussion community experts and guests who deal with various social and psychological aspects of human sexuality on a daily basis. Contains discussions presented by these experts and indicates that this technique provides students with…

Discusses how teachers can plan time for talking with their students. The techniques proposed are circle time, where the students sit in a circle around the teacher and talk about reading, and individual interviews, where teachers converse one-on-one for 5 to 10 minutes with students. (SKC)

Describes a writing assignment designed to aid students' perception of audience, purpose, format, vocabulary, pertinent information, and peer editing. Establishes a framework for both independent student research and group work and revision. Encourages students to establish a rapport with groups to evaluate the writing's content, presentation,…

Neither liberation pedagogy nor feminist theories of women's development, taken by themselves, is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will influence contemporary…

Compared conversations of 101 two-hour meetings of long-term mothers' discussion groups, in informal and formal settings, regarding topics discussed and frequency of nonroutine conversation. Found discussion of parent and child topics decreased throughout the year in both settings, while conversations related to income, family, and self increased.…

Lists key topics considered in four discussion groups at a working conference sponsored by the International Federation for Information Processing (IFIP) in 1987. Topics include effective teacher education; introducing new technology; teacher behavior; lack of software; simulation programs; program evaluations; and the information and…

Using academic conflicts for instructional purposes is one of the most dynamic, involving, and least used teaching strategies. Teachers fear divisiveness and also lack fitting instructional models for structuring controversial discussions. This article discusses the controversy process and how teachers can organize and use it to enhance cognitive…

Presents two-phase group process to be used to develop self-efficacy in minority youth, which involves helping minority students to develop realistic educational and precareer goals through group supported analysis of individual strengths, weaknesses, resources, and roadblocks to success. Discusses major components of modeling, role playing, and…

Identifies three stages of developmental writing topics: simple personal topics that encourage fluency; topics that encourage students to use reading, writing, critical thinking, and dialog; and academic topics involving abstract concepts. Presents a reading/writing/critical thinking/dialog framework for writing assignments, whereby class…

Points out the importance of effective group work in all aspects of education. Provides group members and leaders with 15 practical guidelines concerning member behavior in groups and task or structural characteristics of groups. Suggestions deal with issues such as communication styles, group maintenance, group size, and reaching consensus. (JHZ)

Explains that teachers must understand that discussion is not a simple collection of listening and speaking skills but a dynamic event that requires children to orchestrate a number of language skills. Offers suggestions for improving discussions. (FL)

Discusses techniques to use with adult beginning readers in the areas of (1) assessment (i.e., interviewing, voice pointing); (2) discussion (i.e., explaining approaches, incorporating interests); and (3) instruction (i.e., assisted reading, progress tracking). (CH)

The use of a calendar of memorable cultural and world events to stimulate daily classroom discussion is illustrated in sample activities based on notable November events. (MSE)

Presents two studies of the influence of group size, prior acquaintance, and gender composition on talking and silence in decision making groups (N=157). Results suggested that friends talked more than strangers, and leaders talked more than nonleaders. Group differences were reflected more dramatically in patterns of silence. (JAC)

A model for the teaching of aesthetic dialogue to intermediate grade students is presented. One outcome of children discussing the aesthetic structure of art is that they transfer this learning and structure to other areas of their life. (Author/RM)