An Annotation by Bobbie Dunn
This article explained how the teen brain is more like a child’s than an adult’s, which is contrary to popular belief.  It then elaborated on which parts of the brain are still changing and why this makes some aspects of learning more difficult for teens.  It then broke the teen brain [...]

An Annotation by Holly Waterman
There are six benefits as to why cooperative learning can be an effective teaching strategy:

Students who are able to take responsibility for their own learning through cooperative learning gain positive attitudes towards school,
have higher self esteem, and
build race relations among a mixed variety of diversity.
These together gain greater student achievement.
Cooperative [...]

An Annotation by Jeff Ayer
Orech goes all out in clearly defining a wiki, providing how a teacher can make and use one, and how a wiki can be utilized in the classroom for students.  For each, he also provides some informative, helpful links.  He also lists the advantages of using a wiki in the classroom, [...]

An Annotation by Laurie Walsh
The chapter is a fabulously detailed and thoughtful discussion of six methods to create a student-centered classroom:

integrative units,
small-group activities,
representing-to-learn,
classroom workshop,
authentic experiences and
reflective assessment.

Each approach is thoroughly discussed, and there are suggested further readings for each.  Unlike many of the other authors, Zemelman does acknowledge that we still need whole-class instruction at [...]

An Annotation by Laurie Walsh
The article begins with a comparison and contrast of two classrooms, each discussing the character of Queen Gertrude in Hamlet.  The two classrooms exhibit different “interpretive norms–patterns of interaction that occur when students and teachers discuss texts”.  The author references Townsend and Pace’s article and their questions for interpretive norms:
Whose interpretations [...]

An Annotation by Jeff Ayer
Nelson and Feinstein focus on “Netspeak,” which they define as “a blend of speech and writing” (1).  Their greatest point, however, is found in trying to battle the idea/theory that writing frequently leads to improved writing overall (especially by using blogs, e-mails, and instant messaging).
Their conclusion is in three parts after [...]

An Annotation by Laurie Walsh
People need to talk because we’re highly social organisms! Students should not be expected to sit silently and do their work.
The author states,
“discussion has many advantages, not the least of which is that simply opening the mouth to speak sends oxygen to the brain and facilitates dendratic growth”.
The author uses statistics [...]

An Annotation by Jeff Ayer
This article, geared mostly for administrators and superintendents, makes a great argument for using Web 2.0 technologies in the classroom and district webpage alike.  Mills essentially works to convince on an admin level that it is time to get teachers on board with technologies that could become updated as they learn [...]

An Annotation by Holly Waterman
Collaborative and cooperative learning are labeled as “co-lts” in this chapter.  They are both learning techniques that incorporate students working in groups, yet they consist of different strategies within these groups.

Cooperative learning is led primarily by the teacher with given directions and providing the students with a set goal.
Collaborative learning is [...]

An Annotation by Laurie Walsh
The author begins with a quote on brain research and education by Robert Sylwester, schools need to,
“. . .focus more on metacognitive activities that encourage students to talk about their emotions, listen to their classmates’ feelings, and think about the motivations of people who enter their curricular world.  For example, the [...]