Describes a spur-of-the-moment curriculum development activity involving primary-school students researching the "real" Leonardo, Donatello, Raphael, and Michelangelo behind the names of the Teenage Mutant Ninja Turtles. Notes that the products of the research were shared during a classroom pizza party. (RS)

Describes the Los Angeles Theatre Center's educational outreach project, "Theatre as a Learning Tool." Discusses the program, its effect on high school students, and the process of providing study guides for the teachers. (PRA)

Describes a training program designed to enable a job applicant to (1) identify what constitutes an inappropriate interview question; (2) understand the risks involved with answering or not answering; (3) be aware of the range of responses possible; and (4) have an opportunity to rehearse options and receive feedback on their effectiveness. (PRA)

Illustrates the use of a Training Awareness Analysis (which critiques exercises used in class) to develop students' skills and knowledge of training methods. Outlines an in-class interviewing skills exercise--the Interview Quiz Show--and the guided critique analyzing its effectiveness. Offers increased insight into training methods, problems, and…

Discusses the rationale and technique for using subtitled foreign films with an integrated language approach in a developmental college reading class. Reports student attitudes. Shows that the subtitled films motivated students to read, gave them good time on task, and improved their knowledge of other cultures and eras. (SR)

Describes the dilemmas involved with teaching Standard American English (SAE) while still accepting and not judging nonstandard dialects. Relates how the teacher used "Pygmalion" by George Bernard Shaw to show students why they needed to learn SAE. (PRA)

Discusses how activities relating to dialect and nonstandard English are integrated into the curriculum in a middle school English class. Describes numerous class activities that result from reading aloud literary works in a wide array of dialects. Asserts the need for respect for linguistic variation in the classroom and in society. (PRA)

Finds that choices instructors make about reading assignments and classroom activities can influence the way students use their composition handbooks, encouraging or discouraging certain behaviors. (SR)

Presents writing warm-up activities to help elementary students develop and polish their language skills. The warm-up activities focus on detail, descriptive dialog, memory writing, titles, punctuation, and vocabulary enhancement. The activities provide choices, present important ideas, and foster collaboration, responsibility, and trial and error…

Presents a method of improving student term papers that employs an approach requiring students to co-author a paper with other students in a group. Describes the four key elements of successful cooperative learning. Provides details about how this approach can be carried out. (HB)

Provides a rationale for the use of popular television in the classroom. Offers examples and applications from the syndicated television series "Star Trek: The Next Generation." (SR)

Analyzes the ways in which writing is thinking. Illustrates this claim by showing how writing engages thinking, how writing reveals thinking, and how writing clarifies thinking. Provides concrete ways that writing teachers can model the writing process. (HB)

Presents a number of activities that teachers can use to introduce concepts of media studies into their classrooms, including ideas for drama classes, media logs, as analyzing advertisements. (HB)

Presents activities that introduce mathematics to primary and intermediate level elementary students. At the primary level, students read a story about fresh cookies that must be divided and shared. At the intermediate level, instructions are provided for a game that introduces elementary algebra. (SM)

Explains how to set the stage for cooperative learning in primary classrooms. One article describes how to achieve classroom cooperation using developmentally appropriate planning; the other discusses class activities that can spark a collaborative spirit (e.g., cooperative murals and book discussions). (SM)