* Work on a specific problem
  * Problems must be short
  * Individual problems must not require much detail
  * Presentation:
    * Distill what's important
    * Communicating it to others
    * Presentations repeat common themes often
  * Generalizing the process of solving that problem
    * What is portable to different problems?
  * Synthesize problems as a group
    * Group brainstorming 
    * What are the good nuggets?
    * Sensemaking
  * Current epistemological stance:
    * Do many examples of the same thing
    * Student request: "do examples that are not in the book"

Liz's cm capstone is a counterexample.  There, the problems are long with much detail.  She uses the inverse compare and contrast.  Many techniques looking at the same problem (pendulum) using this example as a framework for students to compare and contrast techniques.

  * Strong content goals
  * Often a chance to examine special cases
  * Thinking Processes:
    * Students practice drawing inferences
    * Students practice recognizing patterns
    * Professor models asking professional questions
    * Query students expectations vs. look at implications for earlier things.
    * Changing epistemology
  * Looking at characteristics of physical things:
    * multiple representations
    * chunking
    * What kind of a beast is it?
    * refining resources