ABSTRACT
For the things we have to learn before we can do them, we learn by doing them.
— ARISTOTLE
4.1 Introduction .................................................................................... 78 4.2 Performances ................................................................................. 78 4.3 Frameworks for Student Performances .......................................... 79 4.4 Dialogue ......................................................................................... 79 4.5 Questions ....................................................................................... 81 4.6 Problem-Based Learning ............................................................... 82 4.7 Student Teaching ............................................................................ 84 4.8 Teaching with Your Mouth Shut .................................................... 85 4.9 Out-of-Class Performances ............................................................ 86 4.10 Whole Learning ............................................................................. 87 4.11 Summary ........................................................................................ 88 Practice Corner ........................................................................................ 88 Keywords ................................................................................................ 90 References ............................................................................................... 90
4.1 INTRODUCTION
The deep learning process calls for the design of activities and performances that help students discover and construct their own knowledge. Students need to engage in authentic and meaningful performances that emulate the activities that members of the communities of knowledgeable peers that they aspire to join routinely carry out.
