He avoided the typical approach of talking first, having them try the program, and then debriefing the process. One student came forward at a time in class to share how he or she had done it. And then, sure enough, someone in the room would have done it that way. The students were doing the teaching and the instructor was elaborating, connecting and challenging, but the students had a knowledge base founded upon their own experiences with trying to work out a problem. The literature is suggesting that hands-on experience increases motivation.
Motivation goes up even for learning disabled individuals.
In university settings, concrete and active processes are less frequent than reflective and abstract processes. Quick found in his own classes that sometimes people were pushed almost too far out of their comfort zone. In response, he has attempted to include both the process and product models and to combine them. Conducive to active reflection, which means that during the class itself the students talk about their reflection.