Develops a framework for thinking about journalism and mass communication's "active learners" based on three major sources: D.A. Kolb's model for instructional design; the Harvard Assessment Seminars report; and, for assessment purposes, a manual outlining classroom assessment techniques by K.P. Cross and T.A. Angelo. (SR)

Describes an approach to teaching William Shakespeare's "Romeo and Juliet" utilizing a dramatic sequence of events and focusing on grudges and hatred. Outlines eight steps to be undertaken in presenting this dramatic work. Ends with workshop participant comments, all favorable. (HB)

Offers a language-centered approach to the teaching of Mark Twain's "The Adventures of Huckleberry Finn" which can help students read the dialects in the novel and develop an appreciation for the varieties of language. (RS)

Discusses the need for attention to literacy development for ESL students. Discusses typical methods of addressing the needs of language-minority students in the United States. Suggests teaching guidelines and exemplary classroom practices for enhancing English literacy development of language-minority students. (SR)

Discusses ways that business communication teachers can enable students to interact with nationally recognized experts for little or no cost by using an educational or corporate institution's existing telecommunications facilities. Describes how a group of students and an expert in nonverbal communication successfully interacted during a…

Offers three variations of an activity designed to help teachers turn students on to performance within two weeks. Presents a sample 10-day lesson plan on incorporating drama through storytelling in English classes. (SR)

Advocates sustained silent reading (SSR) in elementary classrooms to ensure a positive attitude towards reading. Defines important aspects of SSR and discusses its implementation and value. (SR)

Presents a unit of lessons in which intermediate grade students improvise fairy tales and learn dramatic techniques. Offers an overview, an implementation schedule with activities, creative activities for fairy tales, and a fairy tales chart. (SR)

This illustrated feature presents contributions from teachers during the 1930s which describe class activities and instructional strategies, excerpts from 1933 press reports on education and the depression, and a table of educational statistics comparing 1936 and 1988. (SM)

Based upon a review of literature on classroom play and observations of two girls' free play in a nursery school classroom, posits a new model for describing classroom play. Play can be understood in terms of a progression of a range of simulations that involve the influences of materials, social relations, real-world experience, and decisions…

Describes activities with fifth- and sixth-grade students exposing them to Shakespeare plays in preparation for a spring play/teen musical based on Shakespeare. (SR)

Explores the power of story in learning situations, the potential of stories for the social studies curriculum, and ways to invite children to engage in stories and storytelling in the social studies. (SR)

Describes the "Bag Game," an activity which keeps kindergartners or first graders absorbed and entertained while heightening their awareness of initial consonant phonemes in spoken words. (SR)

Describes an author's card game that celebrates authors and children's literature, in which students choose the authors and construct cards containing titles and simple illustrations. (SR)

Presents a unit for middle school students in which groups of students create a story explaining some fundamental mystery of the universe. Discusses preparation before class, the first class, creating the myths, costumes and props, writing the scripts, rehearsal and performance, assessment, and wrap-up and reflection. (SR)