• 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

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