Restrictive time lines are given, that is, the teacher establishes deadlines. Work is relatively unfamiliar with little available support, that is, there are too many students for individual questions and for teaching to their individual preferences and styles. We become less able to adapt to new circumstances, recognize context cues, and deal with uncertainty. Sometimes we even find it impossible to access ideas and procedures that we already know. The Conditions That Reduce Downshifting in the Classroom Expectations are relatively open ended, that is, provision is made for genuine alternative answers to emerge.
Personal meaning is maximized, that is, students understand why they are studying something.
Emphasis is on intrinsic motivation, that is, student purposes and personal meanings drive learning. Tasks have relatively open ended time lines, that is, time lines relate to, the requirements of the projects and the capacities of students. Tasks are manageable and supported, that is, provision is made for various learning and perceptual styles. The good news is that the more we discover about how the brain learns, the more successful teaching and learning can be. The bad news is that we cannot get this information to teachers fast enough.