Barbara Gangley writes eloquently about finishing a college English course in a manner that reduces stress and promotes reflection. She changes the semester-end activity from summative evaluation to formative exercise. Barbara concludes that this type of finish reduces burnout and promotes enthusiasm for learning.
Barbara then reflects on the learning activities she designed this semester, including recording writing ideas in spoken form, creating stories with images instead of words, and blogging to promote a community of writers. She sees different kinds of learners benefitting from this approach and the activities promoting learning about the writing process.
Not only do I appreciate this thoughtful approach to teaching English, but I am also reminded of work on learning profiles and differentiated instruction. Teachers often find technology useful to support these sorts of learning activities.