True learning, if it occurs, may be a by-product in many classes. I want to reduce this gamesmanship by creating different expectations, different roles which stimulate a person to learn beyond the traditional student roles. The traditional lecture-test methods of teaching encourage memorization. I want to go beyond that to critical thinking and behavioral change. The more an individual's senses are involved in the process, the greater the retention of new information.
Students learn more from good examples and models than they do from criticism of their own work.
Of course, they need to know what is wrong with their work, but good examples will often show this better and with less negative impact than personal criticism. Most students are capable of much greater learning than occurs in most classes. They are not motivated enough to participate up to their capacity. I am thoroughly convinced that the vast majority of students in almost any class are capable of learning a large amount and achieving a high level of attainment. The question is of motivation and not capacity.