Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

Biographies can be used for the enrichment of secondary education social studies classes. Two strategies are presented for helping students to understand the nature, appeal, limitations, and applications of biographies in the social studies. (CJ)

Presents a class discussion about using the slope of the secant line through the vertex and the point on the parabola occurring one unit to the right as the slope of the parabola. (MKR)

A procedure is outlined by which all students, not just one spokesman, report back to the class on small group projects, thus increasing participation in class discussions. (SJL)

Suggests that the short story, because of its brevity and simplicity of construction, is often more suitable than the novel for classroom discussion. (HOD)

The article describes a group formed by a guidance counselor and art teacher concerned with meeting the needs and problems of artistically gifted high school students. (PHR)

Discusses the use of an advertising symbol to demonstrate levels of meaning a symbol may have. (TJ)

This article reviews the past research and principles for facilitating moral growth through group discussion and the theories of judgment-action discrepancies. An intervention model is suggested which utilizes actual moral misbehaviors as the basis for both moral discussion and behavioral intervention. (Author/DB)

Describes a reading instruction technique designed to stimulate spontaneous verbal interaction through a problem solving task. The technique is suggested for content area reading. (MKM)

Stresses the importance of teaching students to revise and suggests a way to teach revising as part of class discussion. (TJ)

Describes the responses of five high school students to a short story. Summarizes other research on student response groups. Proposes ways to use the response process in classroom literature programs. (RL)

Illustrates how students can gain access to the Japanese imagination and become familiar with the form and features of the "haiku." (TJ)

Describes preparation and implementation of a lesson using student activity, material in the textbook, and the concept of the time line to teach the chronological order of events in history. The lesson is designed for use by junior high school students during one class period. (CK)

The use of a group process approach to social problem solving with 32 12- and 13-year-old hearing impaired adolescents is described. It is explained that the classroom meetings lasted about 15 minutes and that the initial sessions focused on student's reactions to the class bully. The roles of the teacher in the group are discussed. (PHR)

Describes a group discussion process for helping students make use of the vocabulary that normally lies dormant in their minds. (TJ)