I’ve just been teaching for 41 years, therefore I have actuallyn’t quite figured this down. (but it is not that bad—I’ve just been assigning quick papers, like my POT “Proof of Thinking”“Proof that is POT of papers for around two decades.)
I’ve pupils within my first-year seminar compose these POT documents after nearly every reading project. The concept will be ask them to exercise their critical, medical, and ethical thinking skills—these abilities are what they’re learning within the course. The real question is: do I need to provide pupils test documents to read through before they attempt these projects?
Several of my peers state no. I am told by them that when pupils get examples they’ll simply copy whatever they see, or simply use the formula which they identify. My peers who instruct composing are on the other hand. They let me know that students won’t simply copy—that they generate good utilization of test documents. Then there’s Robert Bjork, who coined the word difficulties that are desirable that are defined on their lab’s internet site as “certain training problems being hard and search to impede performance during training but that yield greater long-term advantages than their easier training counterparts.”