"Because by third year I want students to be able to articulate their own learning, and largely be able to assess their own work so that their contexts of practice and learning are understood as contexts of practice and learning."

" . . . reviewing means you receive detailed contextual comments, rather than simply corrections or disagreements, and it does lead to a demonstrable improvement in your work, but it tends to happen rather late in the research (and creative) process."(vog:blog : Developing Crits)

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Heart Play

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Dobong

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* The teacher rarely tells students what he thinks. * Generally, he does not accept a single statement as an answer to a question. * He encourages student-student interaction as opposed to student-teacher interaction, generally avoids acting as a mediator or judging the quality of ideas expressed. * His lessons develop from the responses of students and not from a previously determined "logical" structure. (Postman & Weingartner, 1969, p. 33-36) * Generally, each of his lessons pose a problem for students. * He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought. "* He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought." ( Teaching as a Subversive Activity: Book Review ) (via Incorporat
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