From his experience in using a "clustering" arrangement for undergraduate classes of 25-50 students, the author describes a synergistic technique ("an active group exchange of three or more people involved in a particular objective"), listing guidelines and offering examples of material adaptable to it (questions, problems and…

The introductory section of the first of two related guides provides information that describes and assists in teaching a curriculum on HIV (human immunodeficiency virus) and AIDS (acquired immune deficiency syndrome). The introduction discusses the scope of the problem and includes an overview of the curriculum, a review of teaching strategies,…

A variety of games for beginning second language learners are described. The games are designed to develop the student's confidence in communicating in the target language and to help establish his interlanguage. They include: a bilingual guessing game, to be played by a learner and a native speaker; a game to match words, pictures, and…

This second grade teaching unit centers on endangered animal species around the world. Questions addressed are: What is an endangered species? Why do animals become extinct? How do I feel about the problem? and What can I do? Students study the definition of endangered species and investigate whether it is a natural process. They explore topics…

This teaching unit for fourth to sixth grade history students outlines 20 activities aimed at developing an appreciation in students for a particular time in history. The knowledge goals state that students will gain an understanding of a time period or person in history and will infer how the time period or person influenced the future. The skill…

This fifth grade teaching unit covers early conflicts between the American colonies and Britain, battles of the American Revolutionary War, and the Declaration of Independence. Knowledge goals address the pre-revolutionary acts enforced by the British, the concepts of conflict and independence, and the major events and significant people from the…

This guide is intended to aid school systems to help students, as members of a group, recognize the effects of chemical dependency on themselves and their peers through student awareness programs. After the introduction, a section on identifying outcomes deals with setting realistic expectations for a student awareness program. The need for…

This text is intended as a basis for community development educators to increase their understanding of the elements of community development, assess systematically the strengths and weaknesses of a community development situation, examine one approach to community development education and the principles from which it grew, and gain confidence in…

Assessed effectiveness of classroom team activities in eliciting more favorable attitudinal outcomes with a sample of 215 undergraduate business administration majors enrolled in an introductory COBOL programing course. The findings provide support for incorporating team activities into the programing learning process to develop positive…

The author describes cooperative learning (cooperation among students and between students and staff) as one of the major process aspects of the management course at the Sheffield (England) Polytechnic. In addition, he presents some methods used to promote cooperative learning. (MF)

Describes the advantages of students' free discussion groups in literature classes. Provides a transcription of five students discussing a poem. (RL)

Provides a brief overview of the research on cooperative learning, and describes several classroom grouping techniques useful for all grade levels and subject areas. Discusses group retellings, associational dialogue, dyadic learning, needs grouping, the buddy system, cybernetic sessions, and research, interest, ability, tutorial, random social,…

Recounts a teacher's successful search for a game that would reinforce her students' grasp of English grammar. (NKA)

Illustrates ways teachers of young children can meet individual children's needs while managing the group. This may be accomplished through chore-choosing during circle time and giving constructive praise as children perform their jobs, as well as deciding what to teach to whom and when while circulating during playtime. (BB)