• What students learned
• Other reflections
• Assigning students to groups
• Making groups more dynamic
• Questioning strategies
• Keeping students on task
• Achieving standards
• Hands-on learning
• Challenges for students
• How you know the lesson is working
• Role of the teacher
• Teaching controversial issues
• Constructivist teaching
• Using a variety of teaching methodologies
• Connecting constructivism and civics
• Her background
• Her evolution as a teacher
• How to get started
• Role of technology

Leslie Martin: I think I will know that the lesson is on track when I see one of several different types of indicators. [One is] when I see a student saying, “I really think that we need to put more money there but I can’t because I already have money in this other bucket.” A second indicator is when students are working together and one says, “You know what? Let’s take a little money out of the defense budget and put it over there because if we increase free trade maybe we won’t need so much defense.” Student realization and students teaching each other are indicators for me that they’re really getting the process.