Rather than starting the problem by introducing the ruler, the teacher allows students to reflect and to construct their own methods of measurement. One student offers the knowledge that a doctor said he is four feet tall. The students discuss these and other methods they have heard about, and decide on one to apply to the problem. The teacher coaches, moderates, suggests, but allows the students room to experiment, ask questions, try things that don't work. An important part of the learning process is that students reflect on, and talk about, their activities.
Students also help set their own goals and means of assessment.
A middle-school language arts teacher sets aside time each week for a writing lab. The emphasis is on content and getting ideas down rather than memorizing grammatical rules, though one of the teacher's concerns is the ability of his students to express themselves well through written language. The teacher provides opportunities for students to examine the finished and earlier drafts of various authors. He allows students to select and create projects within the general requirement of building a portfolio 1 . Students serve as peer editors who value originality and uniqueness rather than the best way to fulfill an assignment.