But form has a way of taking on a life of its own and, at various points of discussion; students could hear themselves falling back on the position that an exam on objective material was the only fair way to measure learning gain.
Youâ€™ve heard the proverb, â€œEarly to bed and early to rise makes a man healthy, wealthy, and wise.â€ Most agree that we feel better and may be much more productive after a great nightâ€™s sleep. But what about those late-night talk show hosts?
Ultimately this was an opportunity to help students state the determining, unspoken issue about how they feel anxious whenever selection or rejection takes place.
Whenever possible we tried to lead by asking questions aimed at keeping students focused on Artifact of Mind subject matter. For instance, with respect to their initial assignment of identifying members for their small group,
We always thought we gave students major direction to solving the large class production question by assigning “personal meaning” as the topic for weekly papers.
Identifying meaningful self-questions gave students what they needed to know to direct class discussion in ways that were particularly relevant to their interests, and they became increasingly conscious of doing so.
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