Mel Silberman, Professor of Psychological Studies in Education at Temple University and author of ten other books in the field of active learning, has written yet another volume to aid teachers of all subjects at any level from kindergarten to college. Active Learning: 101 Strategies to Teach Any Subject, is best described by the author himself as a book that "brings together in one source a comprehensive collection of instructional strategies" (ix). These strategies are designed to get the class away from the traditonal lecture method and to engage the students actively in discussion, debate, creative thinking, questioning, teamwork, and collaborative learning. The book also provides methods of assessing the students' progress after these techniques have been implemented. Silberman's intended audience is "anyone, experienced or novice, who teaches technical or nontechnical information, concepts, and skills" (ix). While some of the techniques and strategies can be used in the lower grades, the methods are, for the most part, aimed at older children and adults.

For each of the 101 techniques presented, Silberman gives the reader: (1) an overview stating the purpose of the technique and appropriate settings in which to use it;
(2) a procedure or step-by-step instructions demonstrating how to use the technique and adapt it to various subjects;
(3) variations and alternative ways to use and apply the technique.
Silberman also warns his readers not to overdo these methods. He suggests applying these exercises no more than once a week and using just a few of them with each class. "Less is more," he warns and also suggests that the teacher demonstrate and illustrate each new technique before applying it so that the students are not confused about what is expected of them.

In the first chapter, Silberman presents a brief and non-technical overview of the research that supports his methods. He quotes the ancient Confucian adage: "What I hear, I forget. What I see, I remember. What I do, I understand." Silberman then goes on to present brief summations of studies that scientifically bear out Confucius' intuitive understanding of educational psychology. To help the teacher begin application of these principles, Silberman draws diagrams of various classroom seating arrangements that facilitate different learning styles. He introduces ten methods for eliciting participation, ten assignments to give to learning partners, ten questions to obtain students' expectations, ten suggestions to improve a lecture, ten strategies to form learning groups, ten alternatives in selecting group leaders and filling other group leadership positions, ten tips to facilitate discussion, ten tips to facilitate experiential activities, ten options for role playing, ten time savers to speed up active learning tasks, and ten interventions to use when students get out of hand.

This list may sound long and daunting, but Silberman presents his material clearly and briefly. And while these methods may be research-based, they are all pragmatic and easily transferred into real classroom situations.

The rest of the book consists of the 101 strategies mentioned in the title. These are broken down into categories such as team-building strategies, assessment strategies, collaborative learning, peer teaching, skill development, and utilization of various learning styles. Not every strategy is appropriate for every age group, and not every strategy can be applied to every class. However, among the 101 activities, most teachers can find some applicable technique that can be incorporated into their own curriculum. These tips are virtually guaranteed to spark classroom interest and to engage the students' minds and feelings. It would take a very dull scholar indeed to be bored during the activities described, and it would take a very inept teacher to misapply strategies so clearly and engagingly presented. This book would be a worthwhile addition to any teacher's personal collection.

Zohara Boyd, Appalachian State University.