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TABLE1ContentsoftheProgramsDesignedfor

To help students in the revision process, teachers are encouraged to comment

on the use of scale, consistency of scale and measurements, perspective, and the

reasonableness of dimensions. Our instructional goal, however, is not limited to

helping students learn the key concepts; we also want to help the students become

lifelong learners. Therefore, teachers do not specify exactly what needs to be

changed; their feedback is relatively general and alerts students to key concepts that

they need to rethink and learn about. To help the students take charge of their

learning, the feedback suggests resources that students can consult to help with the

concepts. The feedback, for example, may include laser disk numbers correspond­

ing to relevant sections of each show. This makes it so that students can return to

particular portions independently. When solving Blueprint, students might receive

the following feedback about their use of scale: “Recheck your blueprints. I used

your scale and came up with different measurements than you did for some parts

of your drawings. You might watch Smart Lab to help you.” By providing this type

of feedback rather than feedback that is more directive or summative, we and the

teachers are attempting to empower students with intellectual responsibility. To help teachers with the task of providing feedback, we made a simple HyperCard program that allowed teachers to evaluate the relevant dimensions for a particular task and then to print feedback for students (see Figure 7).