Background Nonverbal Communication Say Whaaat? Creative Writing Trends and Patterns Problem Solving Creative Thinking Say It – Do It (Scientific Writing) Three Dimensional TANGOES * Negotiation (Basic) Supply and Demand Monopoly Teamwork PDCA Cycle Beyond Disabilities Group Decision Making Dynamics	Background The Research Connection These exercises were prepared by teachers for teachers, based on what actually works. There is, however, a strong connection to contemporary research. Theorists and practitioners agree that for learning to be effective it must be processed and internalized by the student. The first step for this is to get the students’ attention. Putting a tool normally used in the math department to use in other classrooms, then using it differently, is an excellent attention-getter. Students have consistently rated using TANGOES * as a "fun" activity. Students and teachers generally agree that "fun" (i.e.; different and enjoyable) helps set a positive climate in the classroom. Climate is one area specifically targeted under the Dimensions of Learning approach developed by Marzano and Pickering (1997). TANGOES * used as a tool in the classroom can help foster a positive climate by providing opportunities for students to work with peers, to move about the classroom, and to experience different roles within the group. The experiential approach used in these exercises helps promote a positive climate and also stresses self-reliance and conscious use of strategies included in the Dimension of Learning umbrella. One outcome of successful peer engagement is the acceptance of each other’s strengths and differences. Many of the exercises involve values-related concepts, providing an ideal mechanism to discuss cultural norms and standards. Additional research has found games and simulations to be effective in classrooms by increasing student interest, problem-solving abilities, and divergent thinking (Edward & DeVries, 1972; DeVries, 1974; Postma et al, 1974; Walford, 1981). TANGOES * provide a means of concretely experiencing and constructing meaning for theoretical concepts. For example, the importance of vocabulary in communication may not be immediately taken to heart by eighth graders. However, after completing this exercise, students in a long-term disciplinary setting appeared conscientiously more accurate in their speech and more open to correction for generalizations and street slang than before. (Cedar Hill, 1999) Reasons for this are grounded in the work on learning styles. Under the Multiple Intelligence Theory, the exercises target visual/spatial, logical/mathematical, and interpersonal intelligence. Under the quadrant-based theories, "sensing/feeling," "affective learners," "right brain dominant," or "tactile learners," all benefit from properly debriefed experiential techniques such as TANGOES * . (McCarthy, 1980; Hesler, 1987; Armstrong, 1994; Winters, 1999). Understanding your students’ preferred styles and working to strengthen their backup styles can create a true learning environment where differences are appreciated. As you use The TANGOES * Teacher’s Guide, you'll expand your effectiveness by providing ready-made activities for various learning styles. Finally, TANGOES * helps promote sound habits of mind. That is, properly debriefed, the exercises promote critical thinking skills, a sense of inquiry, and perseverance; even among low-achieving students. As Fennimore and Tinzman emphasize, "thinking curricula fulfill a dual agenda by integrating content and process. Within this agenda, students develop habits of mind that serve them well both in school and in the real world" (1990). The cross-disciplinary, concept approach of these exercises fulfills this dual agenda.