ABSTRACT
The first time we taught this class, the primary assignment was a paper due at the last class. This withdrawal from the "bank," the students' heads, where we had "deposited knowledge," left little room for dialogue about the paper itself. Students had no chance to share the insights, issues, questions, or misunderstandings they had about the concepts and ideas they wrote about. The following year, after our own reflection and dialogue, we divided the paper into three parts (see Paper Assignment, p. 188). This new format allows students to get quick feedback and creates the opportunity for dialogue. It allows the instructors to bring students' ideas, feelings, and practice into the class for discussion and reflection.
