The next chapter
highlights the
students» descriptions of the
differences in pedagogy, subject content, and
learning environment as they moved from classroom to classroom.
And if there are
differences, it allows the
students to discuss the merits of different approaches.117 Providing sample or model email responses for
students to review after class can allow
students to self - assess their work and to improve for future email tasks.118 But
students may struggle to understand what separates the quality of their work from the quality reflected
in the model.119 So giving
students multiple, annotated responses that
highlight the positive aspects of the model and giving
students the chance to review the model answers
in groups can maximize the chances that
students can
learn from model answers.120 And a checklist or grading rubric can be another useful tool — either for the professor to effectively and efficiently assess
student learning outcomes or for
students to self - assess their own
learning.121