TIPS FOR TEACHING LISTENING DELIVER A SHORT, WELL ORGANIZED LECTURE AND HAVE THE CLASS OUTLINE IT ASK A QUESTION AND HAVE THE STUDENTS REPHRASE THE QUESTION CONDUCT ORAL TESTS LIMIT REPETITION OF DIRECTIONS ALLOW RECITATIONS HAVE STUDENTS SUMMARIZE TV PROGRAMS LIST GOOD LISTENING HABITS ON THE BOARD

POST BULLETIN BOARD ON LISTENING SKILLS APPOINT A CLASS RECORDER ROTATE RESPONSIBILITY APPOINT STUDENTS TO LISTEN FOR GRAMMATICAL ERRORS HAVE STUDENTS PARAPHRASE PREVIOUS RESPONSES

EXAMPLES OF LEARNING PROCESSES IN DISCUSSION KINDERGARTNERS HAVING A VERBAL SHARING TIME SECOND-GRADERS GROWING PLANTS FOURTH-GRADERS MAKING A TIME LINE SIXTH-GRADE TEAMS BRAINSTORMING SOLUTIONS EIGHTH-GRADERS SETTING UP RECYCLING STATIONS TENTH-GRADERS OBSERVING A COURT SESSION TWELFTH-GRADERS EXPLORING DIFFERENT WAYS TO APPLY MATH TO PHYSICS

APPLICATIONS FOR SMALL GROUP DISCUSSIONS STIMULATING STUDENTS’ INTEREST WHEN INTRODUCING A NEW TOPIC IDENTIFYING PROBLEMS OR ISSUES TO BE STUDIED OR ALTERNATIVE WAYS TO APPROACH A TOPIC ALREADY UNDER CONSIDERATION EXPLORING NEW WAYS TO SOLVE PROBLEMS EVALUATION DATA, OPINIONS, AND SOURCES OF INFORMATION STRUCTURING CONCEPTS FOR FUTURE STUDY

ALLOWING STUDENTS TO DEMONSTRATE INDIVIDUAL STRENGTHS LEARNING AND IMPROVING LEADERSHIP, ORGANIZATION, AND RESEARCHING SKILLS LEARNING TEAMWORK LEARNING TO DEFEND ONE’S IDEAS AND TO RESPECT THE VIEWPOINTS OF OTHERS LEARNING TO ACCEPT AND VALUE VARIOUS ETHNIC AND CULTURAL BACKGROUNDS

CONCEPTS RELATED TO SMALL GROUPS PROCESS ROLES LEADERSHIP COHESION

FUNCTIONS OF THE DISCUSSION LEADER INITIATING REGULATING INFORMING SUPPORTING EVALUATING

LEARNER BENEFITS FROM DISCUSSION DEPTH OF UNDERSTANDING MOTIVATION AND INVOLVEMENT POSITIVE ATTITUDES TOWARD LATER USE OF MATERIAL PROBLEM-SOLVING SKILLS APPLICATION OF CONCEPT AND INFORMATION

SUMMARY OF DISCUSSION GROUPS ACTIVE LEARNING CAN BE INITIATED ACHIEVING PROCESS OBJECTIVES REQUIRES ACTIVE STUDENT INVOLVEMENT AND INTERACTION DISCUSSION ARE HIGHLY INTERACTIVE DISCUSSION CANNOT BE USED FOR ANY TOPIC A POSITIVE CLASSROOM ENVIRONMENT IS ESSENTIAL FOR COLLABORATIVE WORK EVERYBODY IN A DISCUSSION GROUP IS ASSIGNED SOME RESPONSIBILITY

TAXONOMY OF DISCUSSION GROUPS BRAINSTORMING TUTORIAL TASK GROUP ROLE PLAYING SIMULATION INQUIRY GROUP

RULES FOR BRAINSTORMING ALL IDEAS ACKNOWLEDGED NO CRITICISM MEMBERS SHOULD BUILD ON ONE ANOTHER’S IDEAS THE LEADER SHOULD SOLICIT IDEAS OR OPINIONS FORM SILENT MEMBERS QUALITY IS LESS IMPORTANT THAN QUANTITY

GOALS OF SIMULATION DEVELOP CHANGES IN STUDENTS’ ATTITUDES CHANCE SPECIFIC BEHAVIORS PREPARE PARTICIPANTS FOR ASSUMING NEW ROLES IN THE FUTURE HELP INDIVIDUALS UNDERSTAND THEIR CURRENT ROLES INCREASE STUDENTS’ ABILITY TO APPLY PRINCIPLES REDUCE COMPLEX PROBLEMS OR SITUATIONS TO MANAGEABLE ELEMENTS

ILLUSTRATE ROLES THAT MAY AFFECT STUDENTS’ LIVES BUT THAT THEY MAY NEVER ASSUME MOTIVATE LEARNERS DEVELOP ANALYTICAL PROCESSES SENSITIZE INDIVIDUALS TO OTHER PERSONS’ LIFE ROLES

EXAMPLES OF SIMULATION COMPARING THE UNITED STATES AND EUROPE THE OREGON TRAIL THE STOCK-MARKET GAME

SELECTED TOPICS FOR INQUIRY GROUPS HOW ARE COMMERCIALS FRAMED? WHAT MAJOR ISSUES OR TOPICS OCCUPY HEADLINES? HOW MUCH FOOD IS CONSUMED OR WASTED IN THE SCHOOL LUNCH ROOM? WHICH SCHOOL INTERSECTIONS CARRY THE HEAVIEST TRAFFIC? WHAT THEMES ARE MOST REPEATED BY PERSONS SEEKING POLITICAL OFFICES?

FEATURES OF COOPERATIVE LEARNING POSITIVE INTERDEPENDENCE FACE-TO-FACE INTERACTION INDIVIDUAL ACCOUNTABILITY DEVELOPMENT OF SOCIAL SKILLS GROUP EVALUATION

KEYS TO COOPERATIVE LEARNING TEACHER PLANNING STUDENT ENGAGEMENT ASSESSMENT QUALITY WORK CONSTANT STUDENT MONITORING TIME REQUIREMENTS ESTABLISHED TRUST, COHESIVENESS, AND RESPONSIBILITY MUST BE PROMOTED

KEY SOCIAL SKILLS ABILITY TO BRAINSTORM EQUAL OPPORTUNITY TO PARTICIPATE SOLVING PROBLEMS COOPERATIVELY CHOOSING ROLES KNOWING WHAT TO DO WHEN ONE GROUP MEMBER FAILS TO CONTRIBUTE KNOWING HOW TO HANDLE CONFLICT