Literatures and Cultural Studies Faculty Publications and Presentations

Document Type

Article

Publication Date

12-1999

Abstract

Discusses how defining key terms in context helps students understand and retain concepts. Considers how implementing small-group discussion dramatically changed the classroom dynamics and involved more students in the discovery process. Finds that in small peer groups, students are more inclined to ask questions and help each other clarify their thinking.

Comments

© 1999 by the National Council of Teachers of English

Publication Title

Teaching English in the Two-Year College

DOI

https://doi.org/10.58680/tetyc19991878

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