This handbook presents the fundamentals of successful study circle leadership. It also includes pointers for study circle organizers and participants, concluding with a comparison of dialogue and debate--a guide for distinguishing study circles from other types of discussion. The guide contains seven sections that cover the following topics: (1)…

This guide was developed to help train leaders of small-group, democratic, highly participatory discussions known as "study circles." The guide is organized in two parts. The first part presents the basics of study circle leadership, and is written for participants in the training. It includes information on what a study circle is, tips…

The first guide shows individuals how to organize a series of small-group discussions in order to help participants consider ways to prevent crime and violence in their homes, schools, and neighborhoods. Based on the concept of a study circle--small-group, democratic, and highly participatory--these groups bring people together to discuss…

Teacher dialogs are a powerful staff development tool, involving a few teachers who meet during school hours on a regular basis to discuss instructional issues using a constructivist approach. The article examines ways to schedule time to maximize teacher learning and presents a model of staff development based on constructivist thinking. (SM)

The handbook, an outgrowth of a project involving 8-13 year-old siblings of handicapped children and their parents, describes ways to implement sibling programs. Problems facing siblings are reviewed, including overidentification, resentment, and embarassment. Guidelines for conducting "sibshops" are offered with information on five goals, such as…

This document contains a leader's guide for Recording the Hard Times, a program designed to help young people between the ages of 11 and 15 handle the stress in their lives or the stress of their friends. It notes that the workbook is designed to be used in a group setting while the specific recording sessions are designed to be completed…

This pamphlet on leading discussions is the first of 16 in a series to provide leaders in adult activities with sound introductory material to give practical help in using a method of adult education or working in a particular area. Its objective is to help leaders lead a discussion group or lead one better. Ten articles and how- tos are included.…

The years between childhood and adulthood are full of new experiences and new challenges. This guide is designed to help young people and adults participate in a study circle on youth issues. The study circles, which are small-group, democratic, peer-led discussions, offer a way for participants to work together as full partners in community…

A common problem in an "experiential class" is the lack of attention devoted to group closure at the end of the course. Toward the end of the semester, students working in small groups in organizational behavior classes often experience anxiety over losing the support and identity that they enjoyed as members of a small learning group. A final…

Student outcomes in online courses trail considerably behind those in face-to-face courses. In order to gain insight into why this might be, the Community College Research Center (CCRC) undertook a series of studies that examined 23 high-demand, entry-level online courses at two community colleges in one state. CCRC researchers observed the online…

An instructional unit designed to help students accept frustration, tolerate frustrating experiences, and build coping resources is described. The unit was taught to emotionally disturbed 6th and 7th graders and included five guided discussions over two weeks. Observation of student reactions to frustration before and after instruction suggested…

Group processing after an outdoor experience provides feedback and the opportunity for critical reflection, which can enhance the benefits of the experience. This paper outlines some common problems in processing and suggestions to help outdoor leaders improve their facilitation skills. Common pitfalls that hinder effective processing include…

Describes and gives sample of using Guided Design as an instructional strategy for English-as-a-second-language classes with two main objectives: (1) teaching subject matter, and (2) teaching decision-making skills. Goals achieved include using class time for speaking, freeing the teacher to observe individual student errors, and planning later…

Teachers can improve practice by examining students' work collaboratively. This paper describes how student work can be the basis for collaborative discussions about teaching and learning; notes that collaborative discussions of student work is increasing with the growing use of portfolio assessment; explains how to analyze student work to promote…

Describes some of what educators have learned about the complex task they ask students to tackle when they put them in peer groups to talk with each other about their writing. Analyses the work of one peer revision group and illustrates the complicated work that students can engage in as they struggle to justify their writerly decisions to their…