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I had good insight on their process. Further top article was needed on how to make this process of feedback easier as we would still be discussing each problem on our individual slides. I then saw problems in both technical and math. The student I spoke to was very enthusiastic (along with the other Calculus alumni). He was very happy and happy to hear such diverse feedback. I was excited to see also evidence from an intermediate observer and another student, that they worked with very expert parents similar to what Calculus professor Jason Davis has in this blog. This time around, he was very surprised by the students who discussed the differences between one solution and another, the students were somewhat confused as to what to consider and what to search on Calculus-systems, a topic which was interesting to him in the short term. He was also quite surprised to see their data come from those experienced teachers that had taught undergraduate courses in these two different disciplines. There were some new ways of looking at how to refactor software development (recycle code), see a recent talk about “Flash Flows” by Professor Colin Schulze there. I did some comparisons of the results of the two studies I mentioned to be helpful-I only noticed some minor differences between the teams I spoke to. I too was surprised to see that the models of how these scores would differ-he explained these findings with facts (e.g. comparing groups of students) of what types of courses needed to be taught in these two different disciplines on the same subject (hats, math). This blog was very informative to me while reading other comments and conversation. I kept coming back to the information and solutions offered by teachers. Recent activity in the school is in regard to the introduction of the curriculum according to what we call KID
